An analysis is made of the extent to which specific division skills are retained from fourth to fifth grade, with results showing a significant loss in ability during the summer. Implications for instruction are included. (DT)

Ninety-six fifth graders, stratified by achievement, were randomly assigned to training as individuals or pairs in one of three variety-of-training conditions for multiplication with fractions. Variation in training tasks facilitated transfer for students trained as individuals but inhibited transfer when trained as pairs. Training individuals in…

Compares the ages of intellectual development of conservation and reversibility concepts by gifted children with established norms. Study shows a substantial percentage of gifted children made abstract conceptions well ahead of children in general. Where the concepts of conservation and displacement of volume had not been grasped, students…

A study of probability learning using a noncontingent binary prediction situation to evaluate the effect of pretraining reinforcement schedule. (author/MB)

A compendium of advice from test experts and schoolmen who are actually involved in releasing test scores. (Author)

A test of the relative effects of verbal definitions and numerical examples as correctional feedback in a computer-assisted learning task. (MM)

Author discusses the evaluation of student achievement on a base geared to individualaptitude and progress." (Editor)

A detailed analysis of the basic mathematical concepts and skills used in teaching linear measurement in SMSG curricular materials and conclusions from Piaget's work dealing with linear measurement are presented. Using this information the author compares Piaget's sequence of development with SMSG's sequence of instruction. (JG)

Most failure experienced by children in school is manufactured. Such devices as grades, report cards, groupings, and retentions are contrived for the benefit of the educational institution. Counselors need to encourage teachers to manufacture honest success experiences for students. (Author)

Reviews the learning theories of Robert Gagne and David Ausubel, and applies these theories to the three most common approaches to teaching division of fractions: common denominator, complex fraction, and inverse operation methods. Such analysis indicates the inverse approach should be most effective for meaningful teaching, as is verified by…

Describes achievement in diagnostic task learning by college sophomores and medical students. (JM)

The conceptual approach to learning strives to arrange the best environment and materials possible for learning and simply allows it to happen. Basic to the provision of such a vital teaching learning" climate is the thoughtful identification of statements acceptably usable in structuring such a curriculum. (Author)