The school psychologist's handling of behavioral and academic problems may be improved if more attention is directed to various instructional methods which would bring him into greater contact with normal classroom activities. (Author)

This study was submitted in partial fulfillment of the requirements for the Ed.D. degree at the University of California, Berkeley.

The neural networks of several invertebrate animals are currently being studied for clues to cerebral function. The major goal of the studies is an understanding of the neural mechanisms behind learning. Organisms used, examples of research studies, and implications are discussed. (Author/JN)

Argues that there is a strong nonrational component in conceptual change, analyzing aspects of the nonrational or aesthetic that are part of the conceptual change process. Shows that the results of Posner et. al. ("Science Education" 66: 211-27, 1982) support this thesis. (Author/JN)

Responds to comments by West and Pines ("Science Education" 67: 37-39, 1983) on rationality and learning. Discusses two views of learning, distinguishes between what learning depends on and what it is, and offers distinctions between rational and nonrational factors in learning. (Author/JN)

Results indicated that the groups were more accurate in identifying low-importance than high-importance units and that although nonretarded pupils were more accurate in identifying units of low and medium saliency than high saliency, retarded pupils did not differ in rating accuracy at the three saliency levels. (Author)

The concept of a curriculum task, defined as a task having goals, procedures for achieving goals, external resources (e.g., instructional materials), and internal resources (student's prior learning), leads to questions that can guide curriculum inquiry. For example, what are we doing to help students use their resources in accomplishing tasks?…

Evaluates, in question/answer form, the available research literature on giving instructions/directions in terms of their effect on learning; presents a few guidelines on writing directions for practitioners; and points out some "missing links" in the area of research. (Author)

Six-year-olds, 10-year-olds, and 18-year-olds were studied in a probability learning experiment using a procedure analagous to that used in animal experiments. It was predicted that children, like rats, would choose higher probability alternatives more often with a noncorrection than a correction reinforcement procedure. (Author/DB)

Presents a four-step model for learning task analysis that is based on empirical and theoretical footings: (1) identification of instructional goals/tasks, (2) specification of behavioral contributors, (3) classification of contributors into learning domains, and (4) application of varying analytical procedures to tasks in each domain. (Author)

Presents a brief summary of developments in engineering education. (BB)

The role of imagery in mathematical thinking and learning is discussed. The use of diagrams and charts is suggested as promoting imagery. (MP)

The Wide Range Assessment of Memory and Learning (WRAML) (D. Sheslow and W. Adams, 1990) was given to 51 children. The General Memory Index (GMI) of the WRAML was compared with a short form of the WRAML, the Memory Screening Index (MSI). The MSI was higher than the GMI in 41 of 51 cases. (SLD)