Describes four studies of the effects of adult mediation on children's understanding of television. These include the effect of teacher mediation on children's learning; adult mediation effects on children's social attitudes and behavior; the effect of mediation on the impact of television violence; and the effectiveness of televised "spots" as…

The effects of subsequent related information and cognitive flexibility on prose recall were studied. Subjects read a passage; then were given either consistent or contradictory information. Errors in cued recall, reflecting the subsequent information, were more frequently produced after a three-week delay than after two days. (Author/GDC)

Provides a checklist that considers "learnability" factors as well as "understandability" factors to use as an alternative to readability formulas. (MKM)

The article provides a rationale for the consideration of the processing differences of exceptional learners and discusses how these differences influence the development of the skills necessary for normal school achievement. (PHR)

The effects of feedback on the approaches of 20 hyperactive and 20 hypoactive children (ages 6 to 10) to a vigilance task were studied. Results showed that hyperactive Ss had more errors than hypoactive Ss under the feedback for correct responses condition and fewer errors under the feedback for false alarms condition. (PHR)

The conventions inherent to language are explored, and demonstrations, engagement, and sensitivity are discussed as factors present in all learning situations in which a person learns to master these complex conventions. (HTH)

Two experiments were performed to determine whether questions inserted after prose passages initiate reviews which facilitate retention of the information in memory. Results suggest that the backward review is not attributed to a retrieval phenomenon but to a strengthening of memory traces at the time of the probe. (Author/GK)

The nature of the target designation process--which involves forming interassociated mental structures to allow retrieval of individual items of information--was studied. It was shown that visual imagery instructions improved target identification as well as word recognition but did not appear to affect the representational format. (Author/MH)

The ability of preverbal infants to abstract a prototypical representation of a category, when presented with examples of an artifically constructed category, was investigated. It was determined that infants could process visual information constructively and could take a more active role in category formation than previously believed. (Author/MH)

Reviews several development and research activities that were an out-growth of using cognitive theory to design CAI programs in spelling. A psychological theory of spelling performance was used as the conceptual basis for developing several instructional programs illustrating how a cognitive approach can strengthen lesson design strategies in CAI.…

Holds that young children are limited in their knowledge about cognitive phenomena ("metacognition") and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises. Proposes a model addressing the question of what adult-like knowledge and behavior might constitute metacognitive developmental targets toward…

Reports results of a study to examine the extent to which young English children volunteer prepositions in a simple but structured task of spatial description. Results show that children 3 to 7 years have an extensive and often inventive grasp of locative prepositions. (Author/KC)

Discusses a study of the neurophysiological effects of television viewing and their impact on learning. Study of brain waves while viewing indicates that the brain switches off from any analytical processing of the messages. (JMF)

Kindergarten children learn and remember nouns more easily than non-nouns. (JD)

Examines contributions made by both Piaget and Kohlberg to understanding the process and pattern of moral development. Kohlberg's theory is based on Piaget's study of cognitive development that provided an understanding of the development process and the factors that cause the development of moral reasoning. Some implications for teachers are…