This document reviews recent research on language development and discusses some of the methods for encouraging language used in commercially produced lesson plans such as the Peabody Language Development Kit, the Peabody Early Education Kit and the Distar Language Program. An argument is presented against the concept that some children…

Identifies four characteristics of a cognitive model of learning (short-term and long-term memory, use of cognitive strategies, and dual information processing), and examines this model's implications for educational broadcast television design. This review focuses on research studies with instructional implications for pacing, cueing, modeling,…

Describes an assignment sequence using photographs to introduce developmental students to conventions of academic inquiry, and to give them practice analyzing and synthesizing. Reports that students link details observed in the photos to inferences drawn about them. Concentrates on the assignment linking a photo of E. B. White with an essay by him…

Discusses the use of a microcomputer in the assessment of middle school pupils in science classes. Describes experimental details, the computer program, test procedures, and results. Concluded that pupils benefit from the immediate feedback provided by computer assessment compared to traditional methods. (CW)

Attempts to show that not only can density be taught to lower ability pupils but that by doing so, there is the possibility of assisting pupils to develop their reasoning powers. Lists teaching activities that help in this process. (CW)

Suggests ways in which students can elaborate upon activities for improving thinking skills to produce interesting and creative poetry. (JC)

This article considers relatively neglected resources for the "bootstrapping" of cognitive growth, including chance plus selection, the affective boosting of relevant schemas, the operation of innate biases, and use of spare mental capacity. Implications for educational research are illustrated with reference to recent work on the…

Writing activities have long been used in a foreign language class for reinforcing students' linguistic knowledge or other language skills. However teaching writing as writing in its own right has only been advocated in recent decades with the increasing awareness of second and foreign language students' needs to write for academic purposes in the…

This teacher guidebook is intended to be a comprehensive resource for second language teachers wishing to use and teach language learning strategies to their students. It is intended to be used by both English-as-a-Second-Language (ESL) teachers and teachers of such foreign languages as German, French, and Spanish to American native speakers of…

This study sought to determine the extent to which instructional processes characterized by cognitive complexity influence the development of general cognitive abilities during the first, second, and third years of college. The sample for the study consisted of incoming first-year students at 18 four-year and 5 two-year colleges and universities…

To date, no studies have focused solely on community college students' epistemological beliefs and the courses students pursue. The purpose of this study was to determine if a semester-long community-college course designed to increase critical thinking skills could help students attain more sophisticated levels of epistemological beliefs. A…

Relationships which exist between self-perception in science and cognitive development were explored under two quantitatively different teaching strategies: the use or nonuse of directions, praise, and rejection. A less directive teaching strategy appears to provide a more positive environment for developing an independent self-perception in…

A general model of conceptual change which is largely derived from current philosophy of science, but which can illuminate learning as well, is described. Some features of this model are illustrated by interviews with students studying special relativity in physics. Finally, some pedagogical implications are presented. (Author/PB)

Described is a three-phase model for teaching problem solving to the middle school student. Phases include cue attendance, thinking aloud, and developing diagrams of steps to solutions. Because middle school students are in a transitional period in their cognitive processes, implementation of problem solving skills seems appropriate. (Author/DS)

Discusses the principles of teaching that can help students to be actively, purposefully engaged in their learning. Describes current innovations in reading, language arts, and mathematics education. Introduces the constructivist principles and teaching practices that can facilitate implementation of current instruction innovations. (MOK)