Discusses the meaning behind children's art and what teachers can look for when analyzing art. (RK)

Results suggest that: understanding can be defined in terms of information stored; and traditional learning concepts and measures are inappropriate for investigating the important effects involved in reading and auding'' prose. (Author/CB)

An analysis of various studies which have examined the effect of questions in the textual content of instructional materials. (JB)

The domain of research is considerably limited. The majority of societal goals for education are not completely known nor can they be explicitly enough stated for there to be sufficiently rigorous evaluation and research. (Author)

Two concept-formation experiments were conducted with groups of American and Liberian Ss differing in age and educational background. (Authors)

Study concerned with the question of why older children remember more in categorized free recall. (Authors/MB)

Experiment was designed to teach the oddity principle to preschool age children whose age peers in earlier studies have had difficulty learning the oddity principle. (Authors)

Results of stepwise regression analyses of text characteristics on learning scores revealed that the same characteristics which predict comprehension also predict new learning. (Author/MB)

Article supported in part by a grant from the Maternal and Child Health Bureau (VM)

Research supported in part by a National Science Foundation Grant. (VM)

The history of urban education can be more clearly seen by focusing upon the child as a learner rather than as the object of teaching. This implies awareness of the relative educative effects of education and environment and gives an improved perspective on educating the urban child. (DE)