The author discusses research in human learning and describes the learning process as a process of experiencing the unfamiliar. She then explores how the universal aspects of learning relate to each other and what is meant by teaching. She concludes with a discussion of the relationship between learning and teaching. (CH)

Discusses the influences of cognitive psychology on instructional design. Metacognition, schemata, and stages of skill acquisition are described; tasks common to instructional design models are explained; a comparison of cognitive psychology and instructional design approaches to those tasks is presented; and implications for computer-based…

A simulation model of episodic memory, MINERVA Z, is applied to the learning of concepts, as represented by the schema-abstraction task. The model successfully predicts basic findings from the scheme-abstraction literature, including some that have been cited as evidence against exemplary theories of concepts. (Author/LMO)

Presents a model of the role of instructional feedback in learning a motor skill and identifies six levels of motor skill output, each of which has a characteristic type of feedback. The usefulness of several feedback techniques reported in the literature is discussed. (Author/LRW)

Effects of prior knowledge and elaborate processing on retention of connected discourse were studied. Using the mean scores of the control group from each condition, derived scores were calculated for experimental groups. Results indicate prior knowledge and elaborative processing operate to diminish retroactive interference generated by reading a…

Results from a study of 485 young children provided evidence that the development of counting skills is an evolving process in which parts of a relatively simple rule are replaced by features that enable the child to perform an increasingly broad range of counting tasks. (Author/BW)

Concludes that the model of cultural transmission designed by Dobbert et al and described in this journal is a major advance in the field, but that the model will only be fully rounded once they incorporate the processes by which the learner acquires his or her culture. (RDN)

Explicates the Harnischfeger-Wiley model and points out its properties, underlying assumptions, and location in the literature on achievement. It also describes and critiques an empirical test by Harnischfeger and Wiley of their model. (Author/IRT)

A presentation of arguments demonstrating piaget's sensorimotor stages in Hebb's terms, and the suggestion for performing a computer test. This paper is an early progress report of an attempt to translate some plausible arguments into a rigorous demonstration. (Author)

The objective of this article is to define a model for school staff development that is founded on the principle of relevance. That model is CONSEL or Confrontation-Search Laboratory, originated at Xicom Communications Laboratory. (Authors/CB)

Looking in" shows us how we can grow along with the children when everybody shares in the learning process. (Author)

A central problem of psychological research in education is to determine how to make learning more effective and productive. A psychological theory of educational productivity is summarized, the syntheses of the evidence relevant to the theory is discussed, and prospects for educational policy and subsequent research are presented. (Author/MLW)

The article provides a rationale for the consideration of the processing differences of exceptional learners and discusses how these differences influence the development of the skills necessary for normal school achievement. (PHR)