The effects of the presence of an attachment object upon preschoolers' emotionality and discrimination performance in a novel learning situation were evaluated. Blanket-attached and blanket-nonattached children were assigned to one of three task conditions: (1) mother present, (2) blanket present, (3) no familiar object present. (Author/SB)

Examines educational practice implications of the current prevailing theory that self esteem is the critical variable for intellectual development. Contrasts this with the earlier assumption that standards--and criticism of performance that does not meet them--are essential to the learning process, and that a child's self esteem can withstand…

A model is being developed to categorize problems in teaching and learning mathematics. Categories include problems due to language difficulties, lack of prerequisite knowledge, and those related to the affective domain. This paper calls on individuals to share teaching and learning episodes; those submitted will then be compiled and categorized.…

A neuromathematical model of information processing applied to science learning is expanded to include two coefficients representing the motivational state of the learner. The inclusion of these coefficients (which are described) permits modeling of the effects of variations in motivation on the rate and amount of information in learning tasks.…

Twenty-four 14- and 30-month-old children observed a model use 20 new words as labels for objects of varied semantic associations. Age was highly and positively correlated with elicited and spontaneous imitation and scores for recognition of the objects associated with the words. (Author/SB)

Piaget's constructs of concrete-operational and formal-operational stages are illustrated by quoting comments from Piaget and Inhelder (1958), summarizing the kinds of reasoning to be expected at each substage, and relating this reasoning to specific mathematical items. (DT)

This article describes the attempt to develop simulation material for educational personnel, such as in-basket simulation for the elementary school principal. (JA)

It is suggested that generalizations about critical learning conditions and outcomes can be made within categories of learning processes but not across them. Implications of this proposition are examined. (Author/MM)

Defines and describes discovery as activity of the learner. Traces historical antecedents of present views, lists advantages and disadvantages claimed for discovery learning, points out weaknesses in existing research and suggests areas needing clarification. (EB)

Discusses an out of school social and educational experience for hearing-impaired children. (RB)

Reported is a study which compared two instructional methods involving discovery learning and a verbal didactic instructional method. The verbal didactic method was significantly better for immediate learning; the verbal didactic method and a guided discovery method were better for retention. No differences were noted regarding transfer. (CT)