Many students are not skilled "thinkers" or "problem solvers." Extensive research has been conducted to describe the mental processes involved in problem solving in the hope of establishing a theoretical basis for training students to become more adept at reasoning. Certain problems become evident, however, when reviewing literature for designing an appropriate program: categories of intellectual abilities and skills are void of operational definitions, theorists do not share standard terminology for naming the same processes, they do not clearly define levels of reasoning skills, and they do not agree on the distinction between reasoning skills and strategies required for their application. To create problem solving programs for curricula using the findings of research, one must first determine a set of reasoning patterns that combine in various ways to make up more complicated reasoning patterns--a procedure that would be greatly facilitated by a standard set of definitions and distinctions. Students need to practice a series of intellectual skills that prepares them for meaningful application on given problems involving a variety of concepts. They also need direct instruction in the strategies required to apply specific skills. If researchers would report findings with this in mind, the burden placed on educators would be greatly reduced. (HTH)