Discusses whether verbal interaction is recognized as the source from which co-operative groups draw their power to facilitate mathematical learning. Reflects on a group in a mathematics course for prospective secondary teachers focused on problem solving where silence was commonplace. (ASK)

This article presents an integrated model of the learning organization. It is based on empirical research of the learning organization literature, as well as on practitioners' understandings of the concept where learning organizations were often described in terms of four distinct individual aspects--no more and no less. This article argues these…

Purpose: This is a comment for all those writers who claim that organizations cannot learn. The author consistently rejects this notion. Rather the author contends that organizations can learn, in at least two different ways. Design/methodology/approach: The author reviews some of the common arguments against organizational learning, and tries to…

College undergraduates learned word lists involving three-term contingencies (stimulus-response-outcome). Learning rate was correlated approximately 0.5 with scores on Raven's Advanced Progressive Matrices (Raven) but did not correlate significantly with several tasks (inspection time, card-sorting, trail-making, PASAT) shown to be associated with…

Attempts to frame the study of teaching and learning in explicitly scientific terms are not new, but they have been growing in prominence. Journals, conferences, and centres of "learning science" are appearing with remarkable frequency. However, in most of these invocations of an educational "science", "science" itself is understood largely in…

In this paper I begin by outlining the key characteristics of a view of learning that has been pre-eminent in the past 30 years in the United Kingdom. The focus of this discourse has been less upon understanding the processes and practices of learning as a complex process and more upon improving the efficiency and effectiveness of the curriculum…

Applying technology to teaching and learning has given rise to many questions which this author here attempts to identify and label. These questions come under seven headings: objectives, criteria and evaluation; characteristics of individual learners; instructional components and instructional design; use of devices; support for instructional…

Discussion of the meaning of learning focuses on the idea of being a participant and our involvements in everyday activities and practices. Topics include philosophers and their ideas regarding language and life; the primacy of our spontaneously responsive, practical, bodily activities; rethinking learning; and learning without teaching. (LRW)

Considers the persuasive qualities of refutational text and explores the role of refutational text in educational settings that have competing agendas. Discusses how the use of refutation to aid learning fits into one of these agendas, and the teaching of refutation as a persuasive rhetorical device fits another. (SLD)

The recent hybrid model of categorization, Attention Learning Covering Map (ALCOVE), combines desirable properties of exemplar models with a connectionist architecture and learning rule. An important property is the apparent ability of ALCOVE to account for base-rate neglect. ALCOVE's base-rate neglect predictions are reexamined, and their…

Describes and compares the latest models of self-regulated learning, including those developed by M. Boekaerts, J. Borkowski, P. Pintrich, P. Winne, and B. Zimmerman. The comparison shows that theoretical background is an important differentiating feature. (SLD)

This article pursues the idea of inferring aspects of phonological underlying forms directly from surface contrasts by looking at optimality theoretic linguistic systems (Prince & Smolensky, 1993/2004). The main result proves that linguistic systems satisfying certain conditions have the faithful contrastive feature property: Whenever 2…

The document comprises two issues of a journal devoted to learning and adolescence. Each issue contains articles which were contributed by participants in a conference on learning and adolescence held at Phillips Academy, Andover, Massachusetts, in 1977. Articles in the Spring issue deal with formation of adolescents' values, observations of…

The usefulness of paced auditory presentation combined with simultaneous visual presentation of lesson material was examined as a technique of improving reading skills in the educable mentally handicapped. A 30-day instructional period involved four groups of students (IQ's 58 to 86, ages 12-11 to 17-11). The groups were as follow: a machine audio…