Presidential address delivered at the annual meeting of the National Council of Teachers of English (Minneapolis, November 1972) which discusses the rights children have to read, listen, talk, write, learn through play, and to be themselves. (MM)

Results indicated that individual differences in learning ability cannot be accounted for in terms of individual differences in short-term memory. (Authors)

Describes a variety of alternative living arrangements at the University of Delaware, ranging from traditional dormitories and high-rise apartment buildings to coeducational halls, language houses, honors halls and coops. (CJ)

Research report of studies on state-dependent learning. Studies with animals indicate that conditioned learning responses formed by non-drugged animals do not transfer to the drug state and vice versa. Authors suggest that state-dependent learning may play casual role in drug abuse. Tested drug list included. (LK)

Examines the emphasis in our culture which is placed on intelligence as measured by educational tests and suggests four possibilities to prevent an educational aristocracy. (RB)

Data derived from a doctoral dissertation issued by Boston University School of Education, May, 1971. (DS)

Presents a list that represents a selection of the most significant works published in 1972 in the United States in various categories in education and related fields. (Author/RK)

Consists of 10 articles dealing with such topics as why children play, which particular variables instigate play, does play make a difference, and do games and sports make a difference. (NQ)

Author's aim is to diagnose the situation with respect to the analytic approach to the philosophy of education which appears to be at a crossroads, and to suggest what is required to enhance its contribution. (Author/MB)

A report of an experimental study regarding learning by sixth grade students. (MM)

Verbal feedback of test results to college students resulted in learning gains unrelated to age, GPA, employment, and number of college credits accumulated. (Editor)

Results supported the conclusion that encoding cues will facilitate prose learning when they result in encoded information required by output which would not otherwise be encoded. (Authors)