Psycholinguistics, pathology, and developmental, cognitive, and cross-cultural social psychology are cited to support the argument that the visual literacy construct has not led to useful research and defensible practice. A reconceptualization of the inherent assumptions and implications is proposed. A 68-item reference list is provided.…

The contributions of psychology, theoretically and experimentally, to university teaching are examined from the perspective of educational epistemology. The most basic theoretical contribution that psychology has made to cognitive learning has been the delineation of a unit of thinking, the concept, which acts as an organizer of experience. The…

Proposes five generalizations on existing knowledge, learning, and their interaction, and discusses evidence for these from recent research on children's learning, memory, conceptual understanding, and problem solving. (Author/AOS)

Laboratory research that compared the effects of various types and combinations of feedback on children's conceptual learning was reviewed and evaluated in terms of theories involving reinforcement, motivation, and information-processing interpretations. It was concluded that some important laboratory research findings and implications have been…

A teaching model is a distinct set of ordered steps or phases created to achieve certain outcomes. These outcomes are different for different models, although some similarities exist among certain models, thus permitting the formation of model "clusters." These clusters or families include the information processing family, personal family, social…

The effectiveness of traditional models of remedial education of students has been called into question. Current research supports models that would merge remedial and regular education and provide all students with broad curriculum access and the opportunity to receive instruction that is adaptive to their needs. Guidelines for addressing…