Infants were tested in three studies of the acquisition and long-term retention of category-specific information. Results document retention of category-specific information after intervals of two weeks. (PCB)

Reports the results of one study in which parents taught their two- to four-year-olds basic and superordinate concepts, and another, in which they taught them subordinate concepts. Parents' teaching styles were analyzed in terms of their usefulness for children who are attempting to learn about principles of hierarchical classification. (AS)

This report uses mental model theory to create a taxonomy of picture functions in order to relate these functions to learning theories. A rough outline of picture functions is presented, consisting of a retrieval function, a focus function, a construction function, and a supplantation function. It is suggested that this taxonomy could be helpful…

Presents and develops a general model of the nature of a learning system and a classification for learning systems. Highlights include the relationship between artificial intelligence and cognitive psychology; computer-based instructional systems; intelligent instructional systems; and the role of the learner's knowledge base in an intelligent…

This paper describes the use of commercially-available software for the Apple Computer to augment diagnostic evaluations of learning disabled children and to enhance "learning to learn" strategies at the application/transfer level of learning. A short rationale discusses levels of evaluation and learning, using a model that synthesizes the ideas…

Tested 32 4-year-olds and 32 6-year-olds for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed them for their metamemory of the efficacy of conceptual and perceptual sorting strategies. Younger children recalled more items under sort-and-remember, whereas no recall differences were found for the…

Studied the way in which 32 preschoolers aged three-five years, 28 second-graders and 64 undergraduates generalized from a labeled exemplar to other potential members of the same category. Results indicated that preschoolers focused mostly on single attributes in making category decisions and older individuals primarily exhibited multiple…

Suggestions for designing instructional practice activities, based on prominent instructional theories, are reviewed, and this is followed by a synthesis, in the form of a set of prescriptions for designing practice for various types of learning outcomes. The review of theories includes behaviorism and George Gropper's instructional model; Gagne…