Administered three tests of intelligence and the Approaches and Study Skills Inventory for Students (Entwhistle, 1997) to 89 Norwegian undergraduates to study the relationships among intelligence, approaches of learning, and academic achievement. Findings support the construct validity of approaches to learning because of its independence from…

Details language, memory, and reading information gathered for a five year follow up study of 30 children and adolescents with Down syndrome. Concludes that early learning skills may be significant predictors of mean length of utterance five years later. (PM)

Describes student-involved classroom evaluation, a technique for assessing learning that involves effective teacher feedback and student self-evaluation. (Contains 12 references.) (PKP)

Enlarges the phonics/whole language debate by focusing on the classroom teacher's evolving role. Whole language instruction involves a fundamental change in a teacher's belief system concerning classroom culture. A complex paradigm shift is needed from teachers' transmission of knowledge to students' transaction or engagement with constructing…

Although content-based instruction may eventually produce the same quality of learning as skill-based training, the latter produces results more quickly because skills are practiced earlier. Commonly used for teaching computer skills, the skill-based approach has other applications such as accelerated language learning and the Yamaha method of…

The article describes five diverse secondary schools with successful programs to provide responsive instruction based on individual learning styles. Schools include a school for gifted students in Minnesota, a middle school in New Jersey, and three schools in New York. (DB)

Discussion of training needs of small businesses highlights a training package based on an expert system that was developed in England. Learning styles are discussed, computer-based training (CBT) packages are described, the position audit process is explained, and the value of prototyping is discussed. (LRW)

Summarizes relevant aspects of the theory of field dependence. Topics discussed include stages of information processing, developmental issues and implications, and future directions for research. (RJC)

Examines perceptual patterns of Indian Americans and Afro-Americans to determine the degree to which their perceptual development influences their handling of information. Suggests that perceptual development differs within various ethnocultural groups. (RJC)

Characteristics of language production shared by interlanguage and agrammatism, a linguistic symptom of aphasia, are discussed, and it is proposed that the two constitute a reduced system within the language, derived from the language's conceptual system. (MSE)

Discusses the content and processes for initial-year-of-teaching programs. Suggests and describes the study of teaching cases as an approach for such programs. (RJC)

Applies a categorical framework for relating compounds and metaphors to a discussion of the aspects of children's development of preferred and metaphoric compounds. Results indicate that preferred compounds serve the function of being conceptually precise, while preferred metaphors serve "suggestive" functions. (Author/CB)

Describes an instructional model for teaching library skills which consists of a 30-minute lecture followed by a 20-minute exercise. Assumptions about learning and the educational process are discussed as well as goal-setting for the class and exercise. It is suggested that this format could be applied to other disciplines. (10 references) (MES)

Investigated the relation between age and rate of forgetting in 72 three-, four-, and six-year-olds in a task that eliminated differences in level of initial learning. Rate of forgetting was nearly identical in every age group. (RJC)

Based on recent critiques of Soviet and American textbooks, this article discusses educators' differing assumptions concerning what students should learn, who should decide what they learn, how students learn, how geography and history curriculum should be organized, and how much choice teachers should have. Includes eight references. (MLH)