Considers the concept of time in relation to teaching history and suggests that approaches should be based on Piaget's theory of the learning process in terms of space, time, and causality. Suggests that the rigid school structure runs counter to the educational objectives of the history teacher. (KC)

The life and philosophy of British educator Susan Isaacs (organizer of the Matting House School) and her contributions to education are examined. (JD)

The author presents information related to brain growth and intellectual capacity. Work on early adolescent (ages 10 to 15) brain growth, its effect on cognitive development, and the implications that such research has on the capacities of early adolescents to learn are discussed. (Editor/KC)

Subjects between the ages of 50 and 86 years were given portions of the Halstead-Reitan Neuropsychological Test Battery, the Wechsler Memory Scale, and the Wechsler Adult Intelligence Scale. Younger subjects performed significantly better than older subjects on 10 of the 18 neuropsychological measures used. (Author/BEF)

A framework based on a series of "instructional events" is presented for planning instruction. (JD)

Explores ways to organize skills which aid in developing the reasoning process. Suggests a social studies curriculum which focuses on a skill network composed of facilitating skills (observation, classification, spatial relationships), processes (inferring, predicting, hypothesizing), and operations (communications, interpretation, social…

An experiment is discussed that tested a 1975 hypothesis of Aiken, Thomas, and Shennum that a "spaced lecture" might help solve the problem of the negative of concurrently listening and writing. Results indicated that the "spaced lecture" was no better than the traditional lecture. (MLW)

Advantages and disadvantages of beginning literacy instruction in the learner's native language are examined. Factors that need to be considered in choosing the language of instruction are presented. (SK)

The author asserts that teachers must interest children more directly in the actual process of learning. She suggests having students keep "learning logs" in which they reflect back over their classwork and examine their intentions, observations, and feelings during the school day. She presents examples from several such student diaries.…

Variables in student performance--including instructional mode, conceptual approach, perceptual preference, curricular interest, time preference, and counseling needs--are discussed; and the author suggests that alternative schooling which takes these variables into account for individualization would serve gifted students as well as slow learners…

The study investigated the effects of modification of conceptual tempo on the skilled performance of a group of mildly intellectually handicapped adolescents (N=41) receiving training in a work preparation center. (CL)

Results indicate that exposure to individualized instruction had a favorable impact on attitudes of fifth-, sixth-, and seventh-grade pupils. (JMF)

This study investigates performance differences between reflective and impulsive subjects on a recognition memory task. Results indicate that verbal recognition memory is sensitive to both cognitive style and presentation mode. (JMF)

Presents evidence of differences in brain function lateralization between Japanese-speakers and speakers of Indo-European languages, and suggests that current conceptualizations of brain function specialization are not adequate. (AM)

Reviews how emphasis on thought and feeling, cognition and affect have been balanced in early childhood education at various periods in the last half century. (Author/MP)