The author claims that there are two clearly defined stages regarding images and the way they are used: an "enactive" stage where a degree of identification with the image can be discerned and an "action free" stage. He warns against making assumptions about another person's imagery hence suppressing "equivalent mental…

This report provides an overview of concept and principle-learning studies and traces the theoretical basis for schema theory, which asserts that all knowledge is assimilated into a general cognitive framework. The procedures of an original study are described, which was designed to test the hypothesis that the inclusion of a "domain…

Different types of understandings are presented as different facets of the development of the mental processes. (MP)

Article supports a duoprocess theory of concept identification which assumes semi-independent and sequential dimension selection and paired-associate learning. (Author)

This presentation reports results of an investigation of the role of abstract thinking in human learning. Involved were 37 mentally retarded subjects, 62 normal subjects with equivalent chronological ages, and 50 normal subjects with chronological ages equivalent to the mean mental age of the mentally retarded group. Each subject was taught a six…

A model for learning and teaching mathematics is described which focuses on the relationships between mathematical concepts, the psychology of the learner, and instruction. The model distinguishes between figural and operational concepts and the types of abstraction (simple vs. reflective) needed to comprehend these concepts, that is, to…

The author argues that the input-output model of learning is inadequate for those who believe education is to produce persons who can solve problems in a particular area. He suggests that the act of learning be examined rather than the products of an educational experience. Piaget's mental-structures model of learning is then discussed along with…

Three experiments were conducted to determine the effect of several instructional variables on concept attainment. In Experiment I, the effect of presenting a rationally chosen set of positive and negative instances was contrasted with the effect of presenting either a rationally chosen set of positive instances alone or two randomly selected…

Discusses Novak's views that Ausubel's meaningful learning can become an alternative to Piagetian psychology and argues that Ausubel does not provide a theory that can be an alternative to Piaget's developmental psychology. (HM)

Points out the fact that Piaget's objections to tests as ways of identifying cognitive structures and processes have been largely ignored in most of the replication studies conducted by English and American psychologists. (PEB)

The author lists and discusses each of six stages of mathematical learning. The stages are: (1) interaction, (2) rule construction and manipulation, (3) isomorphisms, (4) representations, (5) symbolization, and (6) formalization. Examples from geometry are used to demonstrate the learning processes. (JG)

Reviews two aspects of research related to audio-tutorial instructional methods. First, the learning theory of David P. Ausebel is summarized and applied to instructional procedures. Secondly, learning time for attainment of concept and knowledge levels is discussed. Concludes that studies are needed on designs based on Ausebel's theory,…

The major aims of this conference on guided learning were: (1) to examine research and educational practice relevant to development of a theory of guided learning; (2) to develop a theory and stimulate educational practice and research. Transcripts of the presentations of five speakers and of the ensuing discussion to creative development, a…

The role of negative instances in the acquisition of the mathematical concepts of distributivity and homomorphism was examined. Two treatment levels for distributivity (positive instances and positive and negative instances) and the same treatment levels for homomorphism were crossed to form a 2 x 2 factorial design with 23 subjects per cell.…

Notes that Markle's (April 1975 issue of this journal) summary of the current state of research regarding concept teaching conveys a major misconception and omits a major conception. (Author/AM)