Learning depends not only on how information is disseminated but on what learners do with the information once it becomes available to them. Procedures that teachers can use to help students identify processing frameworks (approaches to identifying and organizing information) for individual learning tasks are discussed. (RM)

Presents a relatively simple set of graphic methods that students can use to sort and organize information that traditional methods of outlining and organizing do not handle well. (JL)

This paper attempts to clarify the meaning of using the computer as a tool for information processing. Provides spreadsheet and database examples of such use for high school geography. (JDH)

Describes a classroom technique that promotes higher levels of thought and enhances learning in graduate and undergraduate teacher education classes. (DF)

Programs are available which permit the computer to be used in the social studies classroom as an information-processing tool. For example, there are programs which allow students to create their own databases. Students can then use the computer to sort their recorded data in whatever ways they choose. (RM)

Shows how different types of process schematics depict changes in state in significantly different ways, emphasizing differently types of information and thus defining event phenomena differently. Provides extension activities to help students understand process schematics. (MG)

Discusses hardware requirements, functions, and applications of five information processing and desktop publishing software packages for the Macintosh: HyperCard, PageMaker, Cricket Presents, Power Point, and Adobe illustrator. Benefits of these programs for schools are considered. (MES)

The phenomenon of cognitive dissonance was examined in relation to consumer habits. (MM)

One of a series of instructional booklets designed to introduce adult education program planners to the basic concepts integral to and alternative strategies for conducting needs assessments, this instructional booklet deals with determining how to summarize information. Described first is the relationship of the process of determining how to…

Provides a direct instruction strategy for teaching skills and concepts required for database use. Creates an interactive environment which motivates, provides a model, imparts information, allows active student participation, gives knowledge of results, and presents guidance. (LS)

A file management computer program that allows secondary social studies students to store information on cards on a floppy disk and to retrieve all or parts of the data as needed is described. The program will help students develop information-processing skills in locating, organizing, interpreting, and presenting social data. (RM)

The Cooperative Principle posits four general ways in which a speaker is expected to be cooperative: (1) quantity--make a contribution no more and no less informative than is required; (2) quality--say only that which one both believes and has adequate evidence for; (3) relation--be relevant; and (4) manner--make a contribution easy to understand.…

Presented is a lesson plan to be used in middle school social studies courses to help students assess whether a statement made by an alleged authority is credible. The plan also shows how teachers can use information processing strategies to design lessons to promote learning of other critical thinking skills. (RM)

Provides three teaching strategies that integrate technology into the curriculum: inductive teaching, cooperative learning, and mnemonics. (MG)

Describes a strategy for sustaining student attention and systematic information processing in a college-level psychology class. Outlines how absurdities are embedded in daily instruction for students to detect. Maintains that student interest and discussion levels were increased by this approach. (CFR)