Reports on programs and activities designed to teach thinking skills either as a separate school subject or as a strand in a content area. (FL)

Reviews literature on (1) prerequisite skills students should develop prior to learning a textbook-study system, (2) teaching activities undertaken before introducing a system to a class, and (3) recommended procedures for teaching SQ3R. (FL)

Presents highlights of cognitive science research into learning processes. Discusses concepts such as qualitative understanding (the process of relating new information to a preexistent context) and metacognition (strategies for monitoring thought and regulating one's own behavior according to what a task demands). (TE)

Presents a scheme for comparing the text-learning outcomes derivable from study of either text or a summary of the text and considers some practical study strategies students might adopt when summaries are available and when they are not. The value of summaries in instructional situations is discussed. (MBR)

Most research indicating dissonant forms of student learning engagement, leading to problems in the achievement of learning outcomes, is with undergraduates. Action research at Anglia Polytechnic University involving questionnaires, focus groups, and supervisory dialogues, conducted with Israeli and British postgraduate students between 1998 and…

The overview focuses on the advantages and principles of instruction using learning strategies for students with learning disabilities. It is emphasized that strategies are not to be applied without consideration of the individual, process, or context. (MSE)

Defines the concept of autonomous learning. Presents the Strategies Program for Effective Learning/Thinking (SPELT), including its underlying assumptions, instructional model, teacher training procedures, research findings, and anticipated future development. Research results include implications for learning-disabled and gifted students. (KS)

Discusses helping students understand cases and classes through knowledge modeling. Discusses classification and human cognition, and classification and pictorial knowledge models. Provides classroom extension activities. (SR)

Describes several distinctive discourse features of typical information books written for young children by comparing them to book language in typical storybooks. Analyzes four kindergartners' repeated "pretend readings" of three typical information books to reveal the strategies by which these children learn the characteristic…

Discusses legitimate peripheral participation and the idea of apprenticeship, in educational settings as well as in broader communities of practice. Highlights include the historical and situational aspects of learning; the contrast with constructivism; instructionism; the influence of computer technology; and empirical research. (11 references)…

Provides a checklist which can be used to help students become more independent learners by guiding them through a self-assessment of their abilities to learn how to learn and to establish clear goals with corresponding strategies for improvement. Provides educators with current references relating to such assessment procedures. (MG)

Reviews the literature on general learning strategies as they pertain to the UG (universal grammar)- or non-UG debate and the second-language acquisition process and discusses this literature in the context of the literature on learning strategies from psychological research. (Author/JL)

Examined implicit learning in 432 four- to 10-year-olds in 3 experiments, using a new paradigm based on drawing behavior. Found that children modified drawing behavior following specially devised practice in such a way that the changes could not be viewed as resulting from deliberate adaptive strategies, with modifications lasting for at least 1…

Considers how many students come to hold mistaken beliefs about the learning process, thus depriving themselves of the opportunity to reason out their difficulties and discover their capabilities. Explores how students, through developing metacognitive skills, can examine misconceptions about learning and begin to acquire new habits of thoughts…