Three subsidiary issues are discussed that raise further questions about the generality of conclusions regarding the effects of massed and distributed practice on the learning of motor skills: (1) duration of practice; (2) learning-performance distinction; and (3) data synthesis and theory development. (JD)

A critique of the lead article on the effects of practice distribution on motor learning points out that while this is not a new issue, it brings up some important concerns that are not unique to the practice distribution issue but are problems in any investigation of skill learning. (JD)

Notes that Weber's book provides many elements of a model for what a reflective teacher might be. Asserts that some of the ideas do not seem fully formed; maintains that the editor of the book failed to organize Weber's articles in a way that reflected Weber's vision for education. (JS)

Reviews Karmiloff-Smith's "Beyond Modularity," suggesting that her work highlights phenomena that seem counter intuitive when regarded from current developmental frameworks, and advocates that understanding them requires more complex perspectives than can be supported by either extreme nativist or domain-general models of cognitive…

Further commentary on distributed practice and the acquisition of motor skills points out that there are at least two viable theoretical perspectives that can be brought to bear on issues surrounding the acquisition of perceptual-motor skills. (JD)

Reviews "The Epigenesis of Mind: Essays on Biology and Cognition" (S. Carey and R. Gelman, editors), a collection of essays that present a hard-scientific vision of cognitive development. Examines the arguments this work articulates and then determines the place it occupies in the analysis of the state of developmental psychology as presented in…

To the debate between the Rortyan pragmatic model of scientific research advocated by Cleo Cherryholmes and the scientific realism espoused by Ernest R. House is added another model for educational research based on the realism of John Dewey's pragmatism. Constructivist and behaviorist aspects of Dewey's philosophy are explored. (SLD)

Book review discusses Howard Gardner's belief that schools typically fail in their most important missions, and accurate diagnosis is necessary for more effective education. Gardner recommends educating disciplinary experts who can help students integrate prescholastic and scholastic ways of knowing. A response by Gardner is included. (SM)

Suggests that this book helps early childhood educators make sense of postmodern theory. Notes that the authors are optimistic that early childhood educators can make radical changes at all levels of their profession and meet the demands of a complex world and its need for multiple perspectives. (DLH)

Reviews two books that address fundamental issues of good and evil; a collection that addresses fundamental questions about child care; two books on recent developments on the study of the self; a two-volume collection on children's development within social contexts; and a comparative study of theories of child development. (AA)

Suggests how insights from Paul Bohannon's book, "How Culture Works" (1995), could be used to address such questions as, "How do deaf people learn their culture?" and "How do deaf children learn (what) culture?" Bohannon's idea of cultural dynamics is applied to deaf culture to trace how that culture evolved, how it…