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ERIC Number: ED247729
Record Type: RIE
Publication Date: 1984-Jun
Pages: 10
Abstractor: N/A
Reference Count: 0
Can Thinking Skills Be Incorporated into a Curriculum? A Demonstration.
Rohr-Redding, Cindy; Innes, Jay
The paper describes a pilot project in which 17 hearing impaired adolescents are participating in a program to improve thinking skills via the Instrumental Enrichment (IE) approach. IE focuses on concepts by suggesting alternative strategies by which the learner can arrive at the objective, thus allowing for opportunities to reflect on one's own thinking processes. Three separate data collections measured learning of the training task and generalization to a specific curricular situation as well as to other situations. Analysis of Raven's Standard Progressive Matrices, Reading Comprehension Subtest of the Stanford Achievement Test--Hearing Impaired Version, and problem-solving interviews supported the use of IE as a way to promote logical and abstract thinking, to help develop prerequisite skills for reading comprehension, and to carry over problem solving skills to life experiences. Program evaluation findings have revealed high student motivation in problem solving tasks, increases in peer cooperation, and greater interests in process over product. (CL)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Instrumental Enrichment
Note: Contained in: International Symposium on Cognition, Education, and Deafness (Washington, DC, June 5-8, 1984). Working Papers. Volumes I and II. David S. Martin, Ed.