Relevance of cognitive and developmental variables to observational learning and imitation is also discussed. (Authors/MB)

Concludes that J. Piaget's cognitive developmental theory may be used as a framework to understand reading in all children, while visual perception showed no relationship to any measure of reading. (FL)

Uses research on attitude formation and change to derive strategies for achieving influence. Strategies include: giving both sides of an issue, stressing the need for consistency, identifying self-defeating behavior, and using role reversal. (Author)

Presents literature relevant to initial group structure and advances a model of group development based upon personal construct theory. The proposed model illuminates the relationship between initial structure and the psychological processes underlying group development. Research questions are posited to advance empirical tests of the model. (RC)

Errors students typically generate while trying to translate problems into and out of algebraic notation are reviewed. Translation skills and pupil difficulties with them are seen as areas deserving further research. (MP)

Discussion about the nature and varieties of mathematical understanding is presented. Symbolic understanding is defined as a mutual assimilation between a symbol system and a conceptual structure, that is dominated by the conceptual structure. (MP)

The duration and timing of the context is which letters occur is shown to influence the perceptibility of the target in experiments demonstrating that early on enhanced word presentations and pronounceable-pseudoword contexts increase letter perceptibility. The perceptibility of letters in strings sharing several or few letters with words is…

Argues that teachers' instructional practices reflect their concepts of the reading process and that, therefore, it is important for them to operate from a sound theoretical view of reading. Suggests an interactive model and schema theory as the basis for such a theoretical view. (FL)

How strategies affect learning of categories that lack necessary and sufficient attributes is explored. The authors propose that strategy variations induced by instructions affect only the amount of information represented about attributes, not processes operating on representations. An experiment required subjects to classify schematic faces into…

College students read prose passages and answered either verbatim or paraphrased inserted questions while reading under review or no review conditions. On a posttest students who received paraphrased questions outperformed students who received verbatim questions. This result supported the contention that paraphrased adjunct questions could…

Discusses how an individual's visual system processes cues to motion in depth. A theoretical model of the operations of the visual system that underlie the perception of motion in depth is included. (HM)