Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 51
References
Arbitman-Smith, R., Haywood, H. C., and Bransford, J. D. (1984~. Assessing
cognitive change. In P. Brooks, R. Sperber, and C. N. McCauley (Eds.),
L~arnsug and cognition in the mortally retarded (pp. 433-472~. Hillsdale, NJ:
Erlbaum.
Belmont, J. M., Butterfield, E. C., and Ferretti, R. P. (1982~. To secure
transfer of training, instruct selI-management skills. In D. K. Detterman
and R. J. Sternberg (Eds.), Hou' and how much can ir~clligencc bc incrca~cd?
(pp. 147-1543. Norwood, NJ: Ablex.
Bereiter, C., and Bird, M. (1985~. Use of thinking aloud in identification and
teaching of reading comprehension strategies. Cognition and Inatn~ction, £,
131-1 56.
Bereiter, C., and Scardamalia, M. (1982~. From conversation to composition:
The role of instruction in a developmental process. In R. Glaser (Ed.),
Advanece ire instructional psychology (Vol. 2, pp. 1-64~. Hillsdale, NJ: Erlbaum.
Bolt Beranek and Newman. (1983~. Final reports Proicet Ir~clligencc: The deuclop-
mer~ of procedures to cnhanec thinl~r~g skills. Cambridge, MA: Bolt Beranek
and Newman Laboratories, Inc.
Bransford, J. D. (In press). Enhancing thinking and Icarning. San Franci~co:
Freeman and Co.
Brown, A. L., Bransford, J. D., Ferrara, R. A., and Campione, J. C. (1983~.
Learning, remembering, and understanding. In J. H. Flavell and E. M.
Markman (Eds.), Cogni~vc development (Vol. III of P. H. Mussen, Ed.,
Handboo)c of child psychology, pp. 77-1663. New York: Wiley.
51
OCR for page 52
52
REFERENCES
Brown, J. S., and Van Lehn, K. (1980). Repair theory: A generative theory
of `'bugs.~ In T. P. Carpenter, J. M. Moser, and T. A. Romberg (Eds.),
Addition and subtraction: A cognitive perspectioc (pp. 117-1353. Hillsdale, NJ:
Erlbaum.
Browne, M. N., and Keeley, S. N. (1981~. Asking the right questions. Englewood
Cliffs, NJ: Prentice-Hall.
Bureau of Education. (1918~. Cardinal principles of ~ccondary education (Bull. No.
353. Washington, DC: Department of the Interior.
Caplan, J. S. (1985, April). Thc deuclopmcnt of intcilectual curiosity. Paper
presented at the meeting of the Society for Research in Child Development,
Toronto, Canada.
Carraher, T. N., Carraher, D. W., and Schliemann, A. D. (1985~. Mathematics
in the streets and in schools. British Journal of Dcoclopmcntal Psychology, 5,
21-29.
Clement, J. (1982~. Algebra word problem solutions: Thought processes under-
lying a common misconception. Jourrml of Research in Mathematics Education,
1,, 16-30.
Cole, M., and Griffen, P. (Eds.). (1987). Contcr;tualfactors in education: Imp roving
~cicnec and math cducationfor msnoritic~ and women. Madison, WI: Wisconsin
Center for Educational Research.
College Entrance Examination Board. (1983~. Academic preparation for college.
New York: College Entrance Examination Board.
Collins, A., Gentner, D., and Rubin, A. (1981~. Tcachsng study strategies (Rep.
No. 4794~. Cambridge, MA: Bolt Beraneck and Newman Laboratories, Inc.
Collins, A., and Smith, E. E. (19823. Teaching the process of reading compre
~ ~ . ~ ~ ~ ~ ~ r r ? 7 ~
pension. In 1~. L)etterman and in. :jternnerg peas.), now muen ana now can
intciligence bc incrcased`P (pp. 173-185~. Norwood, NJ: Ablex.
Collins. A.. Brown. J. S.. and Newman S. E. (In press). Teaching the craft of
, . . . .
~ ,
reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing and
Icarrung: Induce for a cognition scicnec of instruction. Hillsdale, NJ; Erlbaum.
Condry, J., and Chambers, J. (1981~. Intrinsic motivation and the process of
learning. In M. R. Lepper and D. Greene (Eds.), Thc hidden cow of reward
(pp. 61-84~. Hillsdale, NJ: Erlbaum.
Covington, M. V. (1983~. Motivated cognitions. In S. G. Paris, G. M. Olson, and
H. W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 139-
1643. Hillsdale NJ: Erlbaum.
Covington, M. V. (1985~. Strategic thinking and the fear of failure. In J. W.
Segal, S. F. Chipman, and R. Glaser (Eds.), Thsnksug and Icarning stills: Vol.
1. Rclatsng instruction to research (pp. 389-416~. Hillsdale, NJ: Erlbaum.
Covington, M. V. (In press). Instruction in problem-solving planning. In S.
L. Friedman, E. K. Scholnick, and R. R. Cocking (Eds.), Blueprir~ for
thinking: Thc role of planning in cognitive deuclopmcnt. Cambridge, England:
Cambridge University Press.
lDansereau, D. F. (1985~. Learning strategy research. In J. W. Segal, S. F.
Chipman, and R. Glaser (Eds.), T~rUcsng and Icarnin' bacilli: Vol. 1. Relating
irutruction to research (pp. 209-2393. Hillsdale, NJ: Erlbaum.
Day, J. D. (1980~. Training summarization skills: A comparuen of tracing methods.
Unpublished doctoral dissertation, University of Illinois.
de Bono, E. (1970~. Lateral thirsting. New York: Harper & Row.
de Bono, E. (1976~. Tc aching thinking. London: Temple Smith.
OCR for page 53
REFERENrCES
53
de Bono, E. (1985~. The CoRT thinking program. In J. W. Segal, S. F.
Chipman, and R. Glaser (Eds.), Thinking and learning Sicily: Vol. I. Rallying
instruction to research (pp. 363-388~. Hillsdale, NJ: Erlbaum.
Dehn, N., and Schank, R. (1982~. Artificial and human intelligence. In R. J.
Sternberg (Ed.), IIandboolc of human ir~clligenec (pp. 353-391~. Cambridge,
MA: Harvard University Press.
de Fleer, J., and Frown, 3. 5. t19bU). Mental models of physical mechanisms
and their acquisition. In J. R. Anderson (Ed.), Cognac skills and their
acq2~itiorz (pp. 285-309~. Hillsdale, NJ: Erlbaum.
Dweck, C. S. (In press). Motivation. In R. Glaser and A. Lesgold (Eds.), The
hand600kofp~ychologyandcducation (Vol. 1~. Hillsdale, NJ: Erlbaum.
Dweck, C. S., and Elliot, E. S. (1983~. Achievement motivation. In E. M.
Hetherington (Ed.), Socialization, personality, arid social development (Vol. IV
of P. H. Mussen, Ed., Handbook of child psychology, pp. 643-692~. New York:
Wiley.
Edwards, J., Baldauf, R. B., and Cook, J. (1984, August). Thc effect of a
thinking Sicily program on student. Paper presented at the Conference on
Thinking, Harvard University, Cambridge, Massachusetts.
Ennis, R. H. (1980~. A conception of rational thinking. In J. Coombs (Ed.),
Philosophy of education 1979 (pp. 3-30~. Normal, IL: Philosophy of Education
Society.
Ennis, R. H. (1985~. Critical thinking and the curriculum. National Forum,
65~1), 28-31.
Feuerstein, R., Jensen, M. R., Hoffman, M. B., and Rand, Y. (1985~. In-
strumental enrichment, an intervention program for structural cognitive
modifiability: Theory and practice. In J. W. Segal, S. F. Chipman, and
R. Glaser (Eds.), 17~=hng and Icarning s1~illa: Vol. 1. Relating instruction to
research (pp. 43-82~. Hillsdale, NJ: Erlbaum.
Plower, L. S., and Hayes, J. R. (1980~. The dynamics of composing: Making
plans and juggling constraints. In L. Gregg and E. Steinberg (Eds.), Cog-
nitivc procc~c~ in writing: An interdisciplinary approach (pp. 31-503. Hillsdale,
NJ: Erlbaum.
Fuller, M. (1975, June). Teaching the process of problem soling. Paper presented at
Annual Conference, American Society for Engineering Education, Colorado
State University, Fort Collins, Colorado.
Fuller, M. (19783. Rca~oningforc:r~perimcatcr`. Paper presented at Frontiers in
Education Conference, Orlando, Florida.
Gelman, R., and Gallistel, C. R. (1978~. Thc child' understanding of number.
Cambridge, MA: Harvard University Press.
Ginsburg, H. A. (1977~. Children' arithmetic: Thc lcarrung process. New York:
Van Nostrand Reinhold.
Glaser, R. (19843. Education and thinking: The role of knowledge. American
Paychologut, 59' 93-104.
Groen, G., and Parkman, J. M. ( 1972~. A chronometric analysis of simple
addition. Psychological Review, 79, 320343.
Hayes, J. R. (1981~. Thc complete problem solar. Philadelphia: Franklin Institute
Press.
Hetherington, E. M. (1983~. Socialization, personality, and social development. (Vol.
IV of P. H. Mussen, Ed., Handbook of child psychology). New York: Wiley.
Hiebert, J., and Wearne, D. (1985~. A model of students' decimal computation
procedures. Cognition arid Instruction 2, 175-205.
OCR for page 54
54
REFERENCES
Hursh, B., Hans, P., and Moore, M. (1983~. An interdisciplinary model to
implement general education. Journal of H~gAcr Education, 54~1), 42-59.
Johnson, R. H. (1981~. The new logic course: The state of the art in non-formal
methods of argument analysis. Teaching Philosophy, j(2), 123-143.
Johnson, R. H., and Blair, J. A. (1980~. The recent development of informal
logic. In J. A. Blair and R. H. Johnson (Eds.), Informal logic (pp. 3-28~.
Pt. Reyes, CA: Edgepress.
Jones, B. F., Amiran, M., and Katims, M. (1985~. Teaching cognitive strategies
and text structures within language arts programs. In J. W. Segal, S. F.
Chipman, and R. Glazer (Eds.), Twining and learning Ad: Vol. 1. Relating
instruction to rcscarch (pp. 250296~. Hillsdale, NJ: Erlbaum.
Jones, B. F., Friedman, L. B., Tinzmann, M., and Cox, B. E. (1984~. Content-
driven comprehension instruction and a~ce~mcnt: A model for Army-training
literature. (Tech. Rep.~. Alexandria, VA: Army Research Institute.
Journal of Educational Psychology. (1921~. Intelligence and its measurement:
A symposium. The Journal, 12, 123-147, 195-216.
Just. M. A.. and Carpenter. P. A. (1980).
, . , _ _ __= , ~ , A theory of reading: From eye
fixations to comprehension. Psychological Rc~ncu', 87, 329-354.
Kintsch, W. (1979~. On modeling comprehension. Educational P~ychologut, 11,
3-14.
Kruglanski, A. W. (1981~. Endogenous attribution and intrinsic motivation. In
M. R. Lepper and D. Greene (Eds.), The hidden coats of reward (pp. 85-108~.
Hillsdale, NJ: Erlbaum.
Larkin, J. H., McDermott, J., Simon, D. P., and Simon, H. (1980~. Expert and
novice performance in solving physics problems. Scicnec, £08, 1335-1342.
Lazere, D. (1982~. Cornpo~ition for critical thinking: A courec description. San Louis
Obispo, CA: California Polytechnical State University Press.
Lepper, M. R. (1981~. Intrinsic and extrinsic motivation in children: Detrimen-
tal effects of superfluous social controls. In W. A. Collins (Ed.), Minnesota
~yn~o~um on chid psychology (Vol. 14, pp. 155-214~. Hillsdale, NJ: Erlbaum.
Lepper, M. R. (1983~. Extrinsic reward and intrinsic motivation: Implications
for the classroom. In J. M. Levine and M. C. Wang (Eds.), Tcacher and
student perccptiona: Implications for learning (pp. 281-318~. Hillsdale, NJ:
Erlbaum.
Lepper, M. R., and Greene, D. (1981~. Overjustification research and beyond:
Toward a means-end analysis of intrinsic and extrinsic motivation. In M.
R. Lepper and D. Greene (Eds.), 17`c bidden costs of reward (pp. 100148~.
Hillsdale, NJ: Erlbaum.
Lipman, M. (1982~. Harry Stottiemcicr'` discovery. Philadelphia: Temple Univer-
~ity Press. (Original work published in 1974.)
Lipman, M. (19853. Thinking skills fostered by philosophy for children. In J.
W. Segal, S. F`. Chipman, and R. Glaser (Eds.), Thirsting and Icarrung skill`:
Vol. I. Relating instruction to research (pp. 83-108~. Hillsdale, NJ: Erlbaum.
Lochhead, J. (198S). Teaching analytical reasoning skills through pair problem
solving. In J. W. Segal, S. F. Chipman, and R. Glaser (Eds.), Thirsting and
Icarrung shills: Vol. 1. Relating irutruction to research (pp. 100132~. Hillsdale,
NJ: Erlbaum.
Mandl, H., Stein, N. L., and Trabasso, T. (Eds.~. (19843. Lcarrung and
corr2prchen~ion of tent. Hillsdale, NJ: Erlbaum.
.
OCR for page 55
REFERENCES
55
Matz, M. (1982~. Towards a process model for high school algebra errors. In
D. Sleeman and J. S. Brown (Eds.), Ir~ciligent tutoring eyatenu (pp. 25-50~.
New York: Academic Press.
McGraw, K. O. (1981~. The detrimental effects of reward on performance: A
literature review and a prediction model. In M. R. Lepper and D. Greene
(Eds.), Thc hidden cook of reward (pp. 33-60~. Hillsdale, NJ: Erlbaum.
McPeck, J. (1981~. Critical thinks log and education Oxford, England: Martin
Robinson
Meichenbaum, D. (1985~. Teaching thinking: A cognitive-behavioral perspec-
tive. In S. F`. Chipman, J. W. Segal, and R. Glaser (Eds.), Thirsting and
Icarnsng skull: Vo1 I! R~n~nh anal reran n'`~tir,~ Inn ~n7-deft HillcAnl"
~ ~ ~of_ 1'
~ r z - _ _ J . A ~ ~ ~ ~ ~
N J: girl uaum.
Messick, S. (Ed.~. (19763. Individuality in Icarning. San Francisco: Jossey-Bass.
National Assessment of Educational Progress (NAEP). (1983~. Thc third national
mathematics aasca~mcnt: Renaults, trends and Deuce (13-MA-01~. Denver, CO:
Educational Commission of the States.
Neves, D. M., and Anderson, J. R. (1981~. Knowledge compilation: Mechanisms
for the automatization of cognitive skills. In J. R. Anderson (Ed.), Cognstivc
shills and their ac~isstior~ Hillsdale, NJ: Erlbaum.
Newell, A., and Estes, W. K. (1983~. Cognitive science and artificial intelligence.
In Committee on Science, Engineering, and Public Policy (Ed.), Rcacarch
briefings 1985. Washington, DC: National Academy Press.
Newell, A., and Rosenbloom, P. S. (1981~. Mechanisms of skill acquisition
and the law of practice. In J. R. Anderson (Ed.), Cogni~vc skills and their
acquisition (pp. 1-56~. Hilladale, NJ: Erlbaum.
Nicholls, J. G. (1983~. Conceptions of ability and achievement motivation: A
theory and its implications for education. In S. G. Paris, G. M. Olson, and
H. W. Stevenson (Eden, Lcarnino and moliva~on in the ~I~rr~nm Inn 211-
238~. Hillsdale NJ: Erlbaum.
Nickerson, R. S., Perkins, D., and Smith, E. E. (1985~. Thc teaching of thirsting.
Hillsdale, N3: Erlbaum.
Norris. S. P. (19853. Thinking about critical thinking: Philosophers can't go it
alone. In D. A. Nyberg (Ed.), Philosophy of education.
Palincsar, A. S., and Brown, A. L. (19843. Reciprocal teaching of comprehen~ion-
fostering and comprehension-monitoring activities. Cogrution and Instruction,
1, 117-175.
Papert, S. (1980~. Mindetorrru. New York: Basic Books.
Paris, S. G., and Jacobs, J. E. (1984~. The benefits of informed instruction for
children' reading awareness and comprehension skills. Child Dcveloprnent,
55, 2083-2093.
Paris, S. G., Cross, D. R., and Lipson, M. Y. (1984~. Informed strategies
for learning: A program to improve children's reading awareness and
comprehension. Journal of Educational Psychology, 76, 1239-1252
Paul, R. (1982~. Teaching critical thinking in the "strong" sense: A focus on
~elf-deception, world views, and a dialectical mode of analysis. Informal
Logic' 4, 3-7.
Paul, R. (In press) . A review of Critical thinking and education. Informal Logic.
Perfetti, C. (1985~. Reading ability. New York: Oxford University Press.
Perkins, D. N. (1982~. Digi~ultics in everyday reasoning and their change with
cduc~on. Final Report to the Spencer Foundation, Project Zero, Harvard
University.
__ 7 _
OCR for page 56
56
REFERENCES
Peterson, P., Swing, S., Stark, K., and Waas, G. (1984). Student's cognitions
and time on task during mathematics instruction. American Educational
Research Journal, At, 487-515.
Poison, P. G., and Jeffries, R. (1985~. Analysis instruction in general problem-
solving skills: An analysis of four approaches. In J. W. Segal, S. F.
Chipman, and R. Glaser (Eds.), Twining and learning skills: Vol. t. Relating
instruction to research (pp. 417-455~. Hillsdale, NJ: Erlbaum.
Reif, F., and St. John, M. (1979~. Teaching physicists' thinking skills in the
laboratory. American Journal of Physics, 47, 95~957.
Resnick, D. P. (1980~. Minimum competency testing historically considered.
Review of Research in Education, 8, 3-29.
Resnick, D. P., and Resnick, L. B. (1977~. The nature of literacy: An historical
exploration. Harvard Educational Review, 47, 370-385.
Resnick, L. B. (1987~. The development of mathematical intuition. In M.
Perlmutter (Ed.), Minnc~ota symposium on child psychology (Vol. 19, pp. 159-
194~. Hillsdale, NJ: Erlbaum.
Resnick, L. B., Cauxinille-Marmeche, E., and Mathieu, J. (1987~. Understand-
ing algebra. In J. S loboda and D. Rogers (Eds.), Cognitsuc proccaacs in
mathematics (pp. 169-203~. New York: Oxford University Press.
Rubinstein, M. F. (1980~. A decade of experience in teaching an interdisciplinary
problem-solving course. In D. T. Tuma and F. Reif (Eds.), Problem soling
and education. Induce in teaching and research (pp. 25-38~. Hillsdale, NJ:
Erlbaum.
Scardamalia, M., and Bereiter, C. (1985~. Fostering the development of selI-
regulation in children's knowledge processing. In S. F`. Chipman, J. W.
Segal, and R. Glaser (Eds.), Thirsting and leaning skills: Vol. 2. Research and
open questions (pp. 563-5783. Hillsdale, NJ: Erlbaum.
Schoenfeld, A. (1982~. Measures of problem-solving performance and of problem-
sol~ring instruction. Journal for Rc~carch in Mathematics Education, 1S, 31-49.
Schoenfeld, A. (19833. Problem solving in the mathematics curriculum. A report,
recommcndatioru, and an annotated bibliography. Report prepared for The
Mathematical Association of America Committee on the Teaching of Un-
dergraduate Mathematics.
Schoenfeld, A. (1985~. Mathematical problem soling. New York: Academic Press.
Segal, J. W., Chipman, S. F., and Glaser, R. (Eds.~. (1985~. Thinking and
Icarning a~11~: Vol. 1. Relating ir~truction to rcscarch Hillsdale NJ: Erlbaum.
Simon, H. A. (19763. Identifying basic abilities underlying intelligent perfor-
mance of complex tasks. In L. B. Resnick (Ed.), The nature of ir~clligenec
(pp. 65-98~. Hillsdale, NJ: Erlbaum
Sleeman, D. (1983~. Assessing aspects of competence in basic algebra. In D.
Sleeman and J. S. Brown (Eds.), Ir~ciligent tutoring J~tCm~ (pp. 185-199~.
New York: Academic Press.
Stein, N. L. (1986~. Knowledge and process in the acquisition of writing skills.
In E. Z. R~thkopf (Ed.), Review of research in deduction, 18 (pp. 255-258~.
Washington, DC: American Educational Research Association.
Stein, N. L., and Trabasso, T. (1982~. What's in a ~tory: An approach to
comprehension and instruction. In R. Glaser (Ed.), Advancca in instructional
psychology (Vol. 2, pp. 213-267~. Hillsdale, NJ: Erlbaum.
Sternberg, R. J. (1986~. Intciligencc appied. New York: Harcourt Brace Jo-
vanovich.
OCR for page 57
REFERENCES
57
Sternberg, R. J., and Detterman, D. K. (Eds.~. (1979~. Human ir~cllipcncc:
Pcr~pec~vce on its theory and mcasuremcnt. Norwood, NJ: Ablex.
Svenson, O., and Hedenborg, M. (19793. Strategies used by children when
solving simple subt ractions. Acta Paychologica, 4S, 477-489.
Thorndike, E. L., and Woodworth, R. S. (1901~. The influence of improvement
in one mental function upon the efficiency of other functions. Psychological
Review, 8, 247-261, 384-395, 553-564.
Toulmin, S. E., Reike, R., and Janik, A. (1979~. An introduchon to rcaeonsng.
New York: Macmillan.
Tuma, D. T., and Reif, F. (Eds.~. (1980~. Problem solving and cducahon. Issuce in
Caching and research. Hillsdale. NJ: Erlbaum.
Turkewitz' H.' ^' ,' ~
-7
O'Leary, A. L,., and Ironsmith, M. (1975~.
. . . ~· . . . · .. . . ~
Generalization
and maintenance of appropriate behavior through self-control. Journal of
Consulting and Clinical Psychology, jets), 577-583.
vanDijk, T. A., and Kintsch, W. (1983~. Str~cgic~ of discour~c comprchen~on.
New York: Academic Press.
Voss, J. F., Greene, T. R., Post, T. A., and Penner, B. C. (1983~. Problem-
solving in the social sciences. In G. H. Bower (Ed.), The psychology of
Icarring and motivation. Advancca in research theory (Vol. 17, pp. 165-213~.
New York: Academic Press.
Vygotsky, L. S. (1978~. Mind in society: The deuclopmcnt of higher psychological
procc`ec~ (M. Cole, V. John-Steiner, S. Scribaer, and E. Souberman, Eds.
and Trans.~. Cambridge, MA: Harvard University Press.
Wales, C. E. (1979~. Does how you teach make a difference? Enginecnng
Education, 69, 394-398.
Wales, C. E., and Nardi, A. H. (1985~. Teaching decision-making: What to
teach and how to teach it. In A. L. Costa (Ed.), Developing minds: A rceourcc
book for teaching thinking. Alexandria, VA: Association for Supervision and
Curriculum Development.
Wales, C. E., and Stager, R. A. (19773. Guided dceigr~ Morgantown, WV: West
Virginia University Center for Guided Design.
Weinstein, C. E., and Underwood, V. L. (1985~. Learning strategies: The how of
learning. In J. W. Segal, S. F. Chipman, and R. Glaser (Eds.), Thinking and
learning skills: Vol. 1. Relating instruction to research (pp. 241-258~. Hillsdale,
NJ: Erlbaum.
Whimbey, A., and Lochhead, J. (1982~. Problem salting and comprehension.
Philadelphia: The Franklin Institute Press.
Whimbey, A., and Lochhead, J. (1984~. Beyond problem solving and comprchensson.
Philadelphia: The Franklin Institute Press.
Wickelgren, W. A. (1974~. How to soluc problems. San Francisco: Freeman and
Co.
Woods, D. R. (1983~. Introducing explicit training in problem solving into our
courses. Higher Education Research and Dcvelopmer~, £], 79-102.
Woods, D. R., Crowe, C M., Taylor, P. A., and Wood, P. E. (1984~. The MPS
program for explicitly developing problem solving ~kill. In L. P. Grayson
and J. M. Biedenbach (Eds.), ASEE Annual Confcrcncc Proceedings (Vol. 3,
pp. 1021-1035~. Salt Lake City, UT: American Society for Engineering
Education.
Woods, S. S., Resnick, L. B., and Groen, G. J. (1975~. An experimental test
of five process models for subtraction. Journal of Educational Psychology, 67,
17-21.
OCR for page 58
Representative terms from entire chapter:
informal logic
