"Improving Mathematics in the Early Years and Key Stage 1" reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds. Recommendations include integrating maths into different activities throughout the day -- for example, at registration and snack time -- to familiarise children…

A review of recent studies indicates that gifted learners spontaneously produce more effective learning strategies than comparison groups and benefit from the use of more complex, externally provided strategies. Implications include the use of slower presentation rates for new information, spatial organization of prose content, and…

Language teachers are encouraged to find innovative ways to teach vocabulary, particularly illustrating the relationships between words and spatial and temporal relationships in meaning. The concept of the teachable moment is also discussed briefly. (MSE)

Demonstrates how three- and four-year-old children's (N=20) learning of a completely novel route across a city district is enhanced by an accompanying adult making the child aware of potential landmarks. The importance of permanent/ephemeral landmarks in the child's verbal and modelled-map accounts of the route and educational implications are…

The National Association of Secondary School Principals (NASSP) published a new learning style instrument in 1986--the NASSP Learning Style Profile (LSP). The LSP yields independent scores on 24 discrete elements of learning style. Its purpose is to provide educators with a well-validated and easy to use instrument for diagnosing cognitive styles,…

The papers in this monograph were presented at the first annual conference on theories and research related to learning styles, hemisphericity, and other cognitive-related issues in education. They include: (1) "The Microcomputer and Learning Theory" (Carl Edeburn); (2) "Poems Take Two Brains (or: Poetry Ain't for Halfwits)" (Jack Kreitzer); (3)…

Reports on a study which investigated the order of acquisition of intuitive notions of qualitative speed. Results indicated that an array of prerequisites, equivalent, and independent relationships existed among the tasks administered. Confirmed the evolution of reasoning for notions of qualitative speed found by Piaget. (Author/TW)

Reviews research about young childrens' focusing on the ability to transform a perceived scene into another representation. Reports on a study of 109 children and 18 college-age students on their ability to mold a lump of clay into a three-dimensional figure. Finds that cognitive maturity alone does not automatically lead to competence. (CFR)

Responds to Claire Golumb's research on the cognitive development of young children's ability to create representations of reality using visual arts. Asserts that young children must find acceptable pictorial substitutes when producing representations. (CFR)