In this new edition of the highly regarded "Why Don't Students Like School?" cognitive psychologist Daniel Willingham turns his research on the biological and cognitive basis of learning into workable teaching techniques. This book will help you improve your teaching practice by explaining how you and your students think and learn. It…

As an aid to increasing teacher effectiveness, this paper outlines findings derived from the field of cognitive psychology on the way in which memory operates, provides examples, and suggests a variety of ways the information can be applied in teaching. Among the findings cited are the following: (1) some types of information can be encoded (i.e.,…

Whenever students can't remember, don't comprehend, or won't follow through on your instructions, here's a guide that explores the root cause for these and other learning problems and shows you how to set students on the path to understanding and success. Learning expert Betty K. Garner explains the mental processes students need to gather,…

A discussion of the ease or difficulty of learning vocabulary words in a second language looks at a variety of issues in second language instruction. Research on factors in vocabulary learning is discussed, focusing on such factors as similarity in form and morphology, deceptive morphological structure, different syntactic patterning in the native…

Summarizes research findings related to brain maturation during the adolescent years and highlights implications for the middle level educator, focusing on the types of classroom activities most compatible with attention and memory. Examines possible gender differences in how adolescents learn, the effects of stress on the brain, and implications…

This document, which is designed for adult literacy practitioners, differentiates between the different types of literacy, explains the principles of neurobiological learning and their relationship to the development of literacy and numeracy skills, and presents a neurobiology-based technique of literacy instruction. The differences between…

Discusses the failure of early childhood education to meet the needs of boys. Describes developmental differences between boys and girls, and teacher attitudes towards boys. Suggests actions relating to environment, teacher training, hiring, evaluation, and activities that will meet the needs of boys. Lists characteristics of good early childhood…

Examined the effect over time of the use of sign language in a two-year period, including preschool and ending with kindergarten, on hearing children's language development. Found vocabulary gains, no evidence of memory decay over time, and positive evidence for inclusion of sign language instruction in early childhood education. (SD)

Issues 1 and 2 (combined) of the 1995 journal contain these articles: "Accelerated Learning in a Beginning College-Level French Class at the University of Houston" (Patrice Caux); "The Psychobiology of Learning and Memory" (Don Schuster); "Do the Seeds of Accelerated Language Learning and Teaching Lie in a Behavioral…

Examined kindergartners' and third graders' recall to test the effects of four learning strategies applied to items involving three conceptual relations--taxonomic, contextual, and unrelated. Found that (using a constructivist framework for interpretation) learner activity and causal processing improved memory when memory was not supported by…

An examination of second language learning focuses on how universal cognitive processes in language learning and individual differences account for differences in language learning patterns. An introductory section gives background information suggesting that psycholinguistic factors in language learning should receive more attention for two…