The paper discusses general types of nonverbal behavior (NVB) and encourages teachers to use NVB influences in the classroom. (Contains eight references.) (LB)

Maintains that elementary music programs are an asset to the instrumental teacher. Discusses how the pedagogical techniques used in elementary music programs can be applied to instrumental classes. Analyzes aural learning, movement, hand signs, familiar songs, and phasing and form. Suggests how these can be incorporated into instrumental classes.…

Presents a method which draws upon students' imagination, creativity, and associative abilities and engages them in the language learning process. (Author/AM)

The relationship between current information processing and prior associative theories of human and animal learning, memory, and amnesia are discussed. The paper focuses on the two components of the amnesic syndrome, retrograde amnesia and anterograde amnesia. A neural theory of chunking and consolidation is proposed. (Author/RD)

The utility of the keyword method is assessed in three experiments where eighth-grade students were asked to learn the purported accomplishments of various individuals, as described in several short fictitious passages. The method appears to hold promise for improving students' learning of a variety of school content. (Author/AL)

The article lists 50 English/Spanish cognate words (related by descent from the same ancestral language) and provides three strategies for using the words instructionally with Mexican American children. (PHR)

This article for speech language pathologists discusses theories of language learning and use that are consistent with whole language, including lexical contrast, connectionism, schemata, event representations, and parsing. Direct application is made to intervention, and examples of interactions between speech language pathologists and children…

Describes a procedure termed free associational assessment that uses free recall and associational thinking. A sample lesson is provided. (HOD)

This article contains eight principles for teaching the adult beginning reader. Each principle is based on classical, established, or new research and learning theory related to the adult reader. With each principle, a brief rationale for its development is presented and practical instructional strategies are indicated. (Author/CH)

Provides an overview of the nature, purpose, and instructional research related to semantic mapping. Offers a vivid description of how semantic mapping was used in a secondary social studies classroom, including how the teacher and students viewed the method. Suggests ideas and resources for interested teachers. (MJP)

Outlines diverse strategies (contextual clues, palindromes, figurative language/idioms, etc.) for increasing vocabulary skills of gifted readers in the lower primary grades, using children's literature to supplement good tradebooks. (NKA)

Presents a learning activity encouraging students to obtain a greater understanding of the relationship between symbols and the apparent dimensions of political phenomena. Students design symbols to represent objects, activities, issues, or meanings. Includes a list of student symbolic representations of law and justice issues. (MJP)

Describes a series of activities designed to teach the content of social studies as well as promote literacy. Most of the activities involve establishing definitions and connections between vocabulary words and key concepts, places, and dates. Includes an exercise using key words and questions to study imperialism and India. (MJP)