After a brief overview of the research on social comparison in young children, a depiction is provided of how young children exhibit social comparisons during two types of play activity--physical object and social fantasy play. Research and pedagogical implications are discussed. (PCB)

This article introduces a special issue of "American Psychologist" on psychology and education. The perspective of the contributors is that educational progress benefits from systematic, thoughtful approaches to understanding how learning and teaching occur within various educational settings. The articles and their authors are introduced. (VM)

Research indicates that students achieve better when teachers have a wide array of skills and adapt these skills to different contexts. Teachers differ on how they perform these instructional behaviors. This article shows that attempts to improve student achievement must be based on the development of more effective teaching behavior. (Author/VM)

Offers a critique on some of the papers on computers in science teaching that were presented at the 1985 National Association for Research in Science Teaching meeting. Implications for the conduct of research on computers in science learning are also suggested. (JN)

The substance of a commentary (SE 539 500) is a criticism of the over-generalizations by authors of computer-assisted instruction papers at the 1985 annual meeting of the National Association for Research in Science Teaching. This reaction attempts to examine the validity of the criticisms made in the commentary. (JN)

A set of brief reflections about different aspects of mathematical errors and their roles in education is given. The nature and variety of errors and their positive use in learning mathematics are highlighted. (MNS)

A synthesis of 15 empirical studies shows that homework consistently benefits elementary and secondary students' achievement and attitudes, especially if it is commented upon or graded. (MCG)

College students were given two paper-and-pencil conditional reasoning tests, one week apart, in varying order. The three problems on each test were presented either verbally or with line drawings as concrete referents. Performance was significantly poorer on the problems with drawings. (MNS)

Argues that many children have difficulty learning school mathematics because its abstract and formal nature is much different from the intuitive and informal mathematics the children acquire. Begins by differentiating form and understanding and then focuses on young children's beginning skills and older children's knowledge. Concludes by…

Describes broad objectives of outdoor play. Resources for improving outdoor play environments and a playground improvement rating scale are provided. (AS)

Discusses various aspects of artificial intelligence, focusing on three interrelated issues: (1) representation of knowledge, which is roughly the machine equivalent of human memory; (2) control and use of knowledge, which corresponds to human abilities in problem solving and planning; and (3) the acquisition of knowledge, or what humans call…

Explores various issues, trends, and topics related to the impact and role of educational technology (particularly computers) on teaching and learning. Areas considered include how computers should be used, uses of such devices as interactive video for adult training, and the potential of artificial intelligence. (JN)

Investigated ways students study texts, distinguishing between deep-level and surface-level approaches and extent to which approaches can be related to students' views on learning and quality of learning outcome. Found that higher quality learning outcome must be especially associated with deep-level approach and constructive learning conception.…

While education is said to involve the transmission of knowledge, little attention has been paid to the actual process of transmission. This process is not simply a matter of transferring material from teacher to student but also of correcting the student's larger view of the world. (IS)

Teachers are encouraged to adapt their instructional programs to learners' cognitive styles, whether global or analytic. (GW)