Cognitive and instructional strategies were taught concurrently with a reading program emphasizing auditory skills for 34 mildly retarded elementary students. Participation resulted in no greater improvements in achievement scores for the Ss than for a control group which received no strategy training. (Author/CL)

The author proposes two theoretical constructs from cognitive psychology planning and limited central processing to aid understanding of the complexity and inefficiences in study performance of learning disabled (LD) children due to memory problems. Applies the constructs to memory development and instruction and provides recommendations for…

Examines changes in the capacity of older learners to receive and process information and to respond appropriately and efficiently. Considers noncognitive factors influencing classroom performance and suggests ways to improve efficiency of classroom materials for older learners. (JOW)

Discusses the value of making students visually literate. Stresses the technique of visual rehearsal and offers suggestions for incorporating visual rehearsal activities into the classroom. (FL)

Explains how a teacher taught his class the value of skimming in developing reading comprehension. (FL)

Suggests that teaching schema that gives learners not details but a process for interpreting stories will produce results with carryover. (FL)

The self-reported use of surface and deep-level learning strategies by first-year student teachers at an Australian college of advanced education was studied. The consistency of strategies used by students implies that they use them prescriptively rather than creatively in given situations. These results are considered in light of recent theory of…

Examines visual cognitive processes having to do with perception, the assimilation of new information, and learning by analogy, and identifies instructional strategies to control each process. Discussion of relationships between visual learning and instruction includes implications for research and design. An extensive bibliography is provided.…

Piaget's theory of cognitive motivation is examined. Other Piagetian theories are also explored: the distinction between figurative and operative aspects of knowledge, and passivity versus activity. A limited set of implications of Piaget's theory and description of intellectual development for methods of active education are discussed. (CT)

Instead of approaching writing form as a quality essential to the finished product, it may be useful to discuss it--at least initially in the writing process--as something that emerges during writing and that can be refined during the last editing stages of the process. (HOD)

Promotes active involvement in the reading/thinking process, leading students to better retention and interpretation of text information. (AEA)

The thoughts and reflective methods of Alan Griffin are discussed. He was a Deweyan scholar and dealt with the necessary goals of the social studies in a democracy as they relate to the learning process, to the content, and to the teaching methods employed in social studies instruction. (PN)

Suggests an approach to take listening skills beyond mechanical exercises and to become part of an integrated approach to language development, developing both lower level and higher level listening and thinking skills. (AEA)

A summary is given of 20 years of research on learning intellectual skills, with emphasis on Australian contributions. The review covers historical development of the research, learning hierarchies, shifts in experimental paradigm in investigating teaching methods, methods for studying cognitive structure, and suggestions for research. (MSE)

Research in cognitive science is providing an increasingly detailed understanding of human cognition. Teachers can help students become conscious of their own reasoning processes and then learn to compare, contrast, interrelate, or coordinate various ways in which they think in order to refine their problem-solving methods. (Author/MLF)