TO DETERMINE THE SPECIFIC MECHANISMS THROUGH WHICH TRANSFER OCCURS, THIS STUDY INVESTIGATED TRANSFER RESULTING FROM THE LEARNING OF A SPECIFIC RULE OR PROCESSING FORMULA. PREVIOUS RESEARCH WAS COMBINED INTO A TENTATIVE THEORY OF TRANSFER WHICH WAS TESTED AND ASSESSED BY FOCUSING ON BOTH TRIALS-TO-CRITERION AND VERBAL REPORTS AS MEASURES OF…

In the theory of learning, the psychological approach is predominant whereas the logic of cognitive learning has fallen into oblivion. Referring to these two approaches, the author specifies basic differentiations of the concept of learning and defines the main stages in the process of learning. (Author/BSR)

Discusses histories of three current issues in the psychology and pedagogy of mathematical thinking: (1) the notion of a "prescriptive method"; (2) "associationism" as an explanation for learning; and (3) Gestaltism. Reviews theoretical perspectives that emerged starting in the mid-twentieth century, including behaviorism,…

The role of the unconscious in educating students is considered, along with historical trends in educational philosophy and psychoanalysis at Roeper School (Michigan) for gifted students. The unconscious and creative drive of gifted students is seen as the bridge for explaining what would otherwise be incomprehensible reactions, behavior,…

The author maintains that one's imagination, or "image-making" faculty, is a precious tool that we can learn to harness for individual self-development. She offers suggestions on how educators and counselors cna use mental imagery more effectively. (Author/HMV)

The Woodcock-Johnson Psycho-Educational Battery was administered to 41 learning disabled college students. A modified subtest profile was used to facilitate the examination of the pattern of subtest scores for the Cognitive Factor Cluster Scores. Results suggest examiners should carefully inspect subtest scores and not rely on cluster scores to…

A French career guidance method, Discovery of Occupational Activities and Personal Plans, helps adolescents become aware of occupational stereotypes, acquire skills and qualifications, and transfer new knowledge and skills. Comparison of experimental and control groups shows that the method succeeds if new knowledge is grafted onto old and has a…

Implications for affective education are drawn from an empirical study of 60 upper-middle socioeconomic class 6 to 15 year-olds' responses to questions asking how videotaped actors felt. Percentage frequencies of category use in tape-recorded transcripts coded by two judges revealed no differences by child's sex. Marked developmental differences…

Two sets of cognitive premises are identified. An attempt is made to state the premises of each set precisely, to draw conclusions, and to explore their implications for curriculum construction. The perspective is that of cognitive psychology, and the idea is to connect certain definite curriculum arrangements to stated cognitive premises. The…

Describes a four-stage model based on cognitive appraisal theory that attempts to specify the precise links between cognitive evaluations of events and resultant discrete emotions. Presents a case study with multicultural group members, which suggests that use of the model may be particularly constructive with these groups. By identifying linkages…

Explores the significant findings that have emerged from research about the human brain regarding the importance of creating a brain-compatible learning environment. Presents eight components of a brain-compatible learning environment: absence of threat, meaningful content, choices, adequate time, enriched environment, collaboration, immediate…

DIVERGENT THINKING TESTS, WHICH MEASURE THE ABILITY TO PRODUCE DIVERSE RESPONSES TO PROBLEMS THAT HAVE NO SINGLE ANSWER, AND CONVENTIONAL TESTS OF CONVERGENT THINKING WERE COMPARED TO DETERMINE IF THE TWO TYPES OF TESTS REPRESENTED MORE THAN ONE DOMAIN OF PSYCHOLOGICAL APTITUDE. ALL STUDENTS IN A GENERAL PSYCHOLOGY COURSE WERE TESTED, AND COMPLETE…

Discusses several common misunderstandings regarding theories of competence, especially that of psychological reality of competence formalisms. Argues that the claim of the psychological reality of a mechanism,'' as opposed to a structural description, is only appropriate when the mechanism accounts parsimoniously for the widest possible range of…

As an aid to increasing teacher effectiveness, this paper outlines findings derived from the field of cognitive psychology on the way in which memory operates, provides examples, and suggests a variety of ways the information can be applied in teaching. Among the findings cited are the following: (1) some types of information can be encoded (i.e.,…

To ascertain whether impulsive responding in behavior disordered adolescents is amenable to change, 15-year-old normal and "acting-out" behavior disordered adolescents participated in an experiment designed to alter Kagan's Matching Familiar Figures Test (MFF) scores through a modeling psychoeducational procedure. No significant…