This study examined the constructive cognitive activity of children listening to text. Analysis of thinking-aloud protocols of 109 children in grades 1 to 6 identified 5 levels of constructive activity, with 3 subtypes at each level. Path analysis indicates that only constructive activity exerts a direct effect on learning. (SLD)

This study compared the phonological awareness ability of 11 children (ages 6-8) with persistent phonological impairment to that of 11 phonologically normal children. Phonologically normal children scored higher on three of the four phonological awareness measures, with no differences on word recognition. Speech intelligibility was a significant…

Examined relationship between Differential Ability Scales (DAS) and academic achievement as function of race among 48 Asian-American and 1,731 white children, aged 6-17, from DAS school-age standardization sample. Results indicated that majority white group scores were overpredicted on Basic Number Skills and Asian-Americans' scores were…

The pencil-and-paper assignment "Represent water in its three states using a model" was given to pupils (n=227) from eighth to twelfth grades. The findings show that the dominant model used was the space filling type; movement of particles was indicated by a minority of pupils; size of the model changed when drawn in different states.…

Reviews studies on cross-orthographic Stroop interference tests. Critiques one of the first cross-orthographic Stroop studies to describe how such studies have been used to explore cognitive mechanisms involved in reading. Reviews conceptual and methodological flaws in the research. (PRA)

Describes the use of children's literature to explore the concepts of length and partitioning in division in a first-grade classroom. Provides samples of children's illustrations and discussions. (MKR)

Describes a course on critical reading at Indiana University-Bloomington that uses case studies of problematic teaching situations and computer-assisted communications to help students develop dialectical thinking processes. The use of two computer programs, Electronic Classroom and RoundTable, is explained; argument analysis is discussed; and…

Examines the effects of time restriction on social interaction in computer-mediated communication through a meta-analysis of applicable research. Derives hypotheses from Joseph Walther's social information processing perspective. Supports these hypotheses on social communication. (HB)

Examines research on computers as cognitive enhancers, focusing on applications software that includes spreadsheets, graphing, and databases. Appropriate computer-based problem-solving environments for young children are reviewed, and implications for teachers are suggested. (Contains eight references.) (LRW)

Describes studies of children involved in cognitive play activities using discrete and continuous computer microworlds and their transformation of these activities into independent mathematical activity. (Contains 22 references.) (MKR)

Reports on a study of 198 Canadian children, ages 4-8, on their understanding of the role of evidence on the formation of beliefs. Finds that younger children evaluate opinions based on their own beliefs about the situation; older children tend to ascribe knowledge to others on the basis of evidence available to those others. (CFR)

Provides background on constructivist theory and describes practical applications. The article explains a children's thinking project that was part of a master's level early childhood education course, reporting what was learned about gaining access to children's ideas and insights into their thought processes. Implications for teacher education…

In the development of word recognition skills, self-discovery may not be the most efficacious mode of learning, and it may be useful to isolate or fractionate cognitive components. Successful intervention directed at word recognition involves exogenous constructivism, in which explicit instruction and teacher-directed strategy teaching are not…

Four experiments supported the hypothesis that, when learning to use equipment such as computers, if the material to be learned has an intrinsically high degree of interaction between elements, then learning might be facilitated by not having the equipment present. Thus, an analysis of intrinsic and extraneous cognitive load can lead to…

Examined differences in cognitive and metacognitive processes of 40 high- and low-mathematics-ability students in grade 12 as they solved 5 everyday mathematics problems. Competence in problem solving was characterized by a rich knowledge base, metacognitive strategies, and confidence. Boys and girls exhibited different cognitive structures for…