Describes Noel Entwhistle's book "Styles of Learning and Teaching," detailing how it can be used to help students learn and store knowledge. Also describes a course on the theory and practice of cognitive processes taught at Carnegie Mellon University. (DH)

Like the earlier editions, the current text is directed at educators who are interested in understanding the principles of cognitive psychology and applying them to instruction and curriculum design. The following chapters are included: (1) "Introduction to Cognitive Psychology"; (2) "Sensory, Short-Term, and Working Memory"; (3) "Long-Term…

Research identifies two interrelated memories--one that retains facts and symbols and one that retains motor and problem-solving skills. These and other findings challenge educators to determine what students should memorize, to help them move from random memorization to creating useful concepts, and to teach students to use memory in problem…

This article examines ways in which intuitive understandings may help teachers in developing the thinking of pupils with autism. The article suggests that, by working toward students' development of an autobiographical memory, it may be possible for them to establish an awareness of their own role as a problem solver. (JDD)

Designed to help stimulate the development of thinking skills in children of varying abilities and to review basic skills at all elementary grade levels, this book contains 153 "ready-to-go" classroom activities. Included are "total-group,""partner," and "individual" activities. Activities in the book are…

Two metacognitive strategies, ARROW and BRIDGE, are presented that can be taught to students with language-based learning disabilities to help them manage the long-term memory demands of middle school and high school curricula. A metastrategy is presented that is designed to facilitate the development of strategic problem solving. (Author/CR)

Difficulties facing learning disabled (LD) students in problem solving are reviewed and an approach is proposed to help them make better use of the learning strategies available to them. A cognitive learning style approach to LD students is introduced, followed by an analysis of problem solving and the stages of information processing (attention,…

Presents findings of a study of scientists on the Wason four-card selection task, finding little understanding of the effect of disconfirmatory data in assessing conditionals. Found performance influenced by problem content. Explains performance as memory-cueing plus reasoning-by-analogy. (JM)

To determine variations in cognitive characteristics, 10 nonretarded men with infantile autism, residual state, were compared with 15 severely dyslexic men and 25 controls on a neuropsychological test battery. The dyslexics showed a reduced digit span and the autistic group exhibited impaired problem-solving skills. (Author/JDD)

Accessible, practical, and empowering, this book gives school professionals the tools to put students in charge of their own learning. Going beyond traditional "study skills" guides that focus on the mechanics of homework completion and test taking, the authors address the underlying psychological factors that influence academic success and…

Memory is the primary mechanism of modern education. Despite memory's importance in other ways, it is not the primary tool for solving problems, making theories or plotting courses of action. Students should be taught how to separate trivial from important information by using critical judgments, ethical standards, and logic. (MLW)

Discusses the use of autobiography and personal memoirs as teaching tools in the history classroom. Presents information from Henry Watterson's autobiography that discusses the life of Jane Cazneau. Points out flaws in which incorrect information is presented as true. Includes a complete lesson plan for use with the example. (DK)

Discusses research on cognitive styles and strategies. Groups labels into two principle styles. Describes the wholist-analytic style, examining whether an individual tends to process information in wholes or parts, and the verbalizer-imager style considering whether an individual is inclined to represent information during thinking verbally or in…

To isolate the process deficits underlying a specific learning disability in mathematics achievement, 77 academically normal and 46 learning disabled (LD) students in second, fourth or sixth grade were presented 140 simple addition problems using a true-false reaction time verification paradigm. (The problems were on a video screen controlled by…

Examination of newer technology education materials reveals two recurring themes: one relates to curriculum content, familiarizing students with technology, and another to a technique of classroom instruction, i.e., problem solving. A problem-solving framework for technical education has the following components: (1) define the problem; (2)…