Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these curricula in terms of expertise outcomes are not always conclusive. Based on the instructional…

Explores profiles of mathematical competencies in upper secondary students within six countries: (1) Austria; (2) France; (3) Germany; (4) Sweden; (5) Switzerland; and (6) the United States. Explains that results from the Third International Mathematics and Science Study (TIMSS) test were in line with expectations about cultural and instructional…

Examines the influence of the characteristics of children with Down syndrome on the interaction in parental tutoring. Observes parent-child dyads (n=36) and parent-Down syndrome child dyads (n=36). Reports that the instructions parents gave to children with Down syndrome were better adapted to furthering autonomy. (CMK)

Examines problem-solving techniques used by students in French schools by testing 370 children in grades 6-9. Finds a high degree of variability in procedure selection among those tested. Results show the ability to use a standard procedure is sufficient for solving test problems. Recommends stressing cognitive flexibility. (NL)

Reports on two training experiments in which it was expected that training in inductive reasoning would transfer to intelligence tests measuring inductive reasoning and on mathematics performance. Shows that transfer on intelligence tests as well as on mathematics performance was linearly dependent on the amount of prior training. (DSK)

Reports on two related studies intended to explore the interactions among children's metacognitive abilities, their working memory capacity, the development and selection of strategies, and their performance on problem-solving tasks. Explains that in study 1 children performed a reclassification task, and in study 2 children performed a…