Contemporary theories of Pavlovian conditioning propose a distinction between signal learning (SL), in which a conditioned stimulus (CS) becomes a predictor for a biologically significant unconditioned stimulus (US), and evaluative learning (EL), in which the valence of the US is transferred to the CS. This distinction is based largely on the…

The central role of interest in determining selection and persistence in processing information is discussed. The effect of individual and text-based interest on cognitive functioning and facilitation of learning, the role of interest in allocation of attention, the associated psychological and physiological processes, and related neurocognitive…

Herman Epstein's theory correlating children's learning capacity with periodic spurts and plateaus in brain growth is predicated on inadequate data and questionable interpretations thereof, and it is discredited by highly respected scholars, including those he cites. Applying this theory to classroom practice is therefore irresponsible and…

A review of research makes it increasingly clear that findings from the areas of brain development and hemispheric specialization, student and teacher learning styles, and holistic and meaning-centered approaches to reading and writing are related, as they all contribute to a richer view of how learners learn. In brain research, the popular focus…