Examines the issues surrounding the implementation of thinking skills programs in public school curricula. Seeks to classify thinking skills, to provide options for selection of an instructional framework, and to suggest guidelines for teacher training in thinking skills curricula. (SR)

Two experiments explored monolingual and bilingual subjects' performances on measures of English and Spanish language ability and cognitive skills. Language ability measures were highly correlated with each other, and a comparison of monolingual and bilingual subgroups suggested that low bilinguals accounted for differences between monolinguals'…

Research of expert-novice differences is reviewed seeking to show experts possess a large body of domain specific knowledge. It was postulated that experts possess schemas enabling them to classify problems, call up the appropriate automated rules, then apply these to obtain the solution. (DC)

Fostering teachers' clinical reasoning as a reflection of their understanding of classrooms should be a central purpose of any modern teacher education program. This article presents a rationale for and description of a proposal for pre-student teaching laboratory experiences which utilize computer-based simulations to facilitate development of…

Learning-disabled ninth-graders (n=58) completed a modified Piagetian isolation-of-variables task, and were compared to normally achieving ninth-graders and fourth-graders. Through cluster analysis, four different patterns of task approach were identified, representing normal performance, general conceptual disorder, specific developmental delay,…

Summarizes a series of five studies on students' perspectives of information seeking in response to a research assignment. Feelings, thoughts, and actions commonly experienced in the information search process are described in six stages. Implications of the findings for further research and their impact on school library media programs are…

Conventional schooling too often ignores the influence of school culture on what is learned in school. Knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used; this is known as cognitive apprenticeship. Implications for understanding learning and teaching are discussed. (Author/BJV)

The need to teach critical thinking skills at all educational levels continues. But teachers should not rely on special courses and tests to do the job. Instead, teachers should create an atmosphere that encourages critical inquiry. Thinking skills activities for various content areas are reviewed. (BB)

Explores the thinking strategies or "inner languages" children employ when they read and write. Finds merging of different patterns of thought in most children, which varied with the task at hand. Proposes that teachers structure time and space according to children's varied needs. (MS)

Students need to be aware of their motives, of task demands, and of their own cognitive resources, and to exert control over the strategies appropriate for handling the task. Two intervention studies are described, one with at-risk university students and the other with high school students. (Author/MLW)

Describes a study of undergraduates that investigated the effects of mental imagery during training on posttest scores. Speed of retrieval time versus accuracy is discussed; perception of imagery use is examined; and treatments of experimental and control groups are described. (23 references) (LRW)

The latent composition of the Learning and Study Strategies Inventory for High School (LASSI-HS) was studied through exploratory and confirmatory factor analysis of results from 367 ninth-grade students. Evidence supports a three-factor model. Interrelationships among the constructs are examined, and use of the instrument is discussed. (SLD)

Evaluation of the Kaufman Assessment Battery for Children (K-ABC) with 130 primary school children in Zaire revealed three findings: (1) the distinction between sequential processing and simultaneous processing was valid; (2) the K-ABC discriminated effectively among grade levels, health and family environment variables, and tribal membership; and…

Reviews Dreyfus's writings about human cognition and artificial intelligence (AI), and explains some of the implications of his position, particularly in education. Topics include Dreyfus' critique of AI, representationlaism and expertise, technology and its role in instruction, computer-assisted instruction, and intelligent tutoring systems. (JKP)

Describes a study conducted in Dutch primary schools to alter the cognitive effects that television violence can have on 10- to 12-year-olds by encouraging them to evaluate critically the portrayal of violence. Teacher and student attitudes are discussed, and the educational effects of the curriculum are considered. (Contains 20 references.) (LRW)