Two experiments examined subjects' ability to recognize or to recall sensible, interrelated sentences, with or without added bizarre sentences, either immediately or after two weeks. Results suggested that processing bizarre information can lead to more accurate recognition and recall of the sensible context. (Author/MH)

This essay examines the relationship between learning and communication and clarifies the conditions under which media could be used in schools to enhance learning. Learning situations relevant to the school's use of media, the role of communications in learning, and consequences of the classroom use of media are discussed. (RAO)

The concept of infinite divisibility is shown by this research report to be intuitively contradictory. This intuition remains unaffected by age and the teaching process. (MP)

Problems concerning the lecture method are deliniated and suggestions are made to increase learning efficiency. (BB)

A collection of quotations is given from the past 150 years of debate about upholding standards in mathematical education at the elementary level. (MP)

Presents a paper that relates human behaviors, such as pleasure, pain, learning, and speech to specific anatomical areas of the brain. (MLH)

Uses Thomas Sergiovanni's mindscape notion to show that current formulations influencing leadership language are archaic and inappropriate. Proposes alternative models, using concepts such as intellectualism, artistry, and moral confidence. Argues for a closer linkage between the languages of leadership and learning, in contrast to vocabularies of…

Examined learning outcomes associated with J.L. Holland's Self-Directed Search (SDS). Participants (N=146) were randomly assigned to three conditions: the SDS, an attentional control, and no control. Hypothesized participants who completed the SDS would acquire Holland's complete RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, or…

Identified the learning practices created by 12 vocational teachers in Sweden from 5 programs in the tasks they gave students. The different learning practices represented by the tasks can be seen as bridging the social practice of the school to the practice of the vocation. (SLD)

Analyzes the literature on mentored learning to teach in ways consistent with the standards reform movement. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teaching. Mentoring can promote retention but may not be sufficient support for novice teachers learning to teach. (SLD)

Studied the selective processing of information in dynamic graphics by 12 undergraduates who received training aided by animation and 12 who did not. Results indicate selective processing of the animation that involved perceptually driven dynamic effects and raise questions about the assumed superiority of animations over static graphics. (SLD)

Studied the effects of different kinds of instructional help on the process of coherence formation from multiple representations by learners with different prior knowledge. Results for 3 groups of college students (n=87) show that directive help is effective for recall performance because of its summarizing and repeating function. (SLD)

A theory of acquired similarity and knowledge representation, latent semantic analysis (LSA), is presented to explain how people know as much as they do with the little information they get. LSA suggests that some domains of knowledge contain vast numbers of weak intercorrelations that amplify learning by inference. (SLD)

States that metaphors/analogies can be helpful when people have to learn to use something. Examines computer software manual material language. Finds that expressions suggesting that computers have an affective relationship to the user or communicate their intentions through human language appear to be perceived as anthropomorphistic and might…

Responds to Rickinson's (2001) review of empirical studies of learners and learning in environmental education. Suggests it is only partially successful in achieving what it sets out to do. Makes two major criticisms: (1) the review does not examine learning theories underlying the research; and (2) it ignores a large body of relevant work in…