Author analyzes Walden in terms of his own semantic reactions to it which in turn sheds some light on Thoreau's semantics and author's teaching practices. (MB)

Outlines a teaching sequence to help students move from finger counting to abstract levels of computation. (Author/SP)

Experiment to determine whether the use of realistic materials would improve performance in a deceptive reasoning problem. (Authors)

The role of negative instances in conjunctive feature identification tasks was investigated. Results support the classical favoring of positive over positive/negative for equal frequency of irrelevant features (l:l) but positive/negative over a positive for unequal frequency of irrelevant features (9:1) (p<.05). (Author)

A total of 192 second- to sixth-grade children, showing three different levels of class-inclusion answers (failure, correct answer based on counting, correct answer based on logical reasons), performed four necessity tasks. Results are discussed with reference to individual and constructive generalization processes. (Author/RH)

The hermeneutic circle uses theory-practice interaction in three methods--science, critical theory, and poetics--in an effort to contribute to the continual search for greater understanding. (JN)

Investigates the asserted differences in reasoning between adults and second, fourth, and sixth graders in a manipulation of variables task using class inclusion and story problems with common everyday situations. Results are discussed in terms of sensible reasoning and problem-solving skills. (CM)

The reasoning practices employed by students in the classroom are examined to display how they "know" something. Focus is placed on the interactional practices by which learning tasks are accomplished during classroom lessons. (JMF)

Two views of emotion in the writings of Paulo Freire are discussed. Freire views emotions as critical forces to be curbed if not eliminated. Emotions are also seen as a necessary part of that essential element of education for critical consciousness--dialog. (JN)