The authors react to Chris Argyris' On the Future of Laboratory Education" by distilling and blending the modes of learning elaborated by Bruner. They apply Bruner's stages of understanding from the senses, to images, to symbols-- to laboratory training and praise the trainer who respects the complexity of individual growth. (Author)

Presents the procedures, results, and conclusions of a study designed to determine if, among other things, an Inquiry program would have a continued effect on children's behavior after the novelty of the situation had passed. (LC)

Eight studies that explored the effects of vocabulary instruction on subsequent reading comprehension found an increase in work knowledge but only a few studies reported any reading comprehension improvement. Methodological and instructional differences across studies are examined in an attempt to account for the different results. (Author/PN)

Challenges assumptions made by Sigel that change is a measure of progress, that Piaget's theory was a major factor in the "cognitive revolution," and that cognitive psychology and behaviorism are necessarily opposing positions. (Author/RH)

Sigel replies that Kendler's reactions to his article appear more appropriate to psychology as a field rather than to developmental psychology, in particular, since the 1970s. (Author)

Discusses nine potential consequences of art activity which lead to qualitative changes in children's ability to think and perceive and to regard the world as a source of aesthetic experience. Suggests that art education enhances cognitive development by enabling children to derive symbolic meaning from experience. (Author/MJL)

Draws lessons for contemporary education from Plato's "Memo." The author makes the point that what it has to tell us will depend on what we are seeking. (RM)

Findings from two experiments showed that students can effectively manage their learning needs in a computer-assisted instructional (CAI) system when provided continuous, updated advisement information about their achievement (diagnosis) and instructional needs (prescription) in relation to the objective. (Author/DWH)

Research, some of which used the Wechsler Intelligence scales, is reviewed to study generalizations made about reading-disabled children. There are definite subgroups of disabled readers, having different types of problems. Disabled readers should not be treated as a single heterogenous group. (JN)

The majority of autistic children in this study were able to (1) solve learning set, matching learning set, and conditional matching learning set tasks; (2) acquire set; and (3) perform these tasks without differing significantly from performance of matched control subjects. (Author/DB)

Educational environment data derived from classroom settings strongly suggest the positive contribution that climate variables can make in accounting for learning performance. Such measures are not only related to productivity but may constitute criterion variables in and of themselves. (Author)