INDIVIDUAL STYLES OF LEARNING VARY CONSIDERABLY, AND NOT ENOUGH ATTENTION HAS BEEN PAID TO THIS FACT BY TEACHERS AND EDUCATORS. IF A BRIGHT CHILD MAKES VERY POOR PROGRESS IN SCHOOL, THE IMMEDIATE ASSUMPTION TODAY IS LIKELY TO BE THAT HE HAS AN EMOTIONAL PROBLEM. ACTUALLY, HE MAY SIMPLY TAKE A LONG TIME TO "WARM UP," AND HAS BECOME SO…

The convergence of several lines of psycholinguistic and sociolinguistic research suggests possible explanations for age-related influences on language acquisition. These factors, which include cognitive development, sociocultural context, affective factors, and language input, can be helpful to language educators. By being alert to the cognitive…

Because earlier research suggests that children's and adolescents' achievement motivation is mediated by their implicit beliefs and theories about schooling, 70 students (half girls and half boys) in a middle class suburban school district in grades 3 through 12 were interviewed about several dimensions of knowledge about education, including…

Discusses student learning behavior in two history classes. Suggests that many students do not understand the culture of college and inadvertently violate simple rules for success. Asserts that many students lack the knowledge of how to be successful in an academic environment and would benefit from a course serving as an "On-The-Job Professional…

A case study followed a child from birth to approximately age eight, recording his early successes with learning language and reading skills, and then discusses his academic decline after being labeled a low achiever and a candidate for remedial classes. The child had learned to construct words from magnetic letters at an early age, and by age…