Defines and describes the concept of social cognition and its relationship to various psychological positions. Outlines Selman's stage theory of social cognition and the influence of Piaget's theory. Issues of interpersonal understanding are related to concepts of the individual, friendship, peer group and parent-child relations. (JAC)

The author discusses various ways that children differ biologically and relates these to their needs during the learning process. Tutoring, individual inquiry, and mastery learning are included in the discussion. (SA)

Summarizes a study of advanced ESL university students from eight first-language backgrounds and discusses the proficiency differences found between several groups in processing two types of information patterns in written English. Suggests possible variables in cognitive strategies and skills related to the students' different cultural/linguistic…

Suggests that the impact of career events is cognitively mediated. Proposes cognitive treatments of career concerns that are derived from cognitive developmental theories and cognitive/behavioral models of counseling and therapy. Additionally, the issues of cognitive career assessment and research are discussed. (Author)

An examination of 18 children's reality-fantasy judgments about television indicated that such judgments shift with age from a focus on physical features and a rigid assessment of actuality, to a sensitivity to the plausibility of characters and plotlines, and an appreciation of authorial intent. Sixteen references are cited. (Author/MER)

Undergraduate and graduate students in an educational media equipment course were studied to examine the effect of independent study as a mode of instruction upon their attitudes, cognitive style, and personological variables. These variables were also studied as predictors of media equipment proficiency, GPA, and absences. Twenty-five references…

Reviews learning patterns of Black children and problems they encounter within the educational system. Author confirms that these children are eager to learn but teachers and classroom environments are unable to meet their individual needs. (Author/JLF)

Used stepwise regression procedures to determine classroom behaviors associated with eight dimensions of reading attitudes among inner-city fifth graders. Classroom behaviors were measured by teacher ratings. Results indicate seven of the eight dimensions of reading attitude showed a significant relationship with some aspect of classroom behavior.…

Examines directions suggested by studies in communicative competence, cognitive mapping of learning styles, and classroom interaction, seeking integration with a basically audiolingual approach to second language instruction. Suggests alternate ways of conducting classes to help teachers meet students' individual learning needs while still using…

The challenge to teacher development in the 1980s focuses on three areas: (1) multicultural education; (2) diagnosis and prescription based on learning styles, as well as on achievement level; and (3) awareness of the differences in function of the right and left hemispheres of the brain. (JN)

Describes an empirical investigation of the differences in learning strategies or approaches of 30 university students. The results indicate that the differences in approach may be found in the kind of information focused on and learned rather than how much people learn in a quantitative sense. Thirty-six references are listed. (CHC)

The author suggests the use of chronobiology--the body's 24-hour cycle rhythms--to chart children's physical, emotional, and mental reactions in order to more realistically and productively structure learning activities. This exercise also involves math and science skills. (KC)

This study examined the interaction between field independence and two treatments: small group and individual mathematics instruction. There was significant interaction when achievement was the dependent variable, but not when student ratings of the course were used. The interaction was due more to general ability than cognitive style. (Author/GSK)

Discusses techniques utilized by some science education researchers to assess and represent information in an individual's cognitive structure such that it can be compared to the subject matter structure taught. The author recommends caution in utilizing such techniques. (HM)

The relationships of two cognitive styles to reading speed and comprehension were investigated by administering a measure of ability to disregard irrelevent stimuli (closure flexibility) and a measure of ability to move fluently from one stimulus to another (fluency) to 94 fifth-grade children. (CM)