Explores questions regarding the knowledge and proficiency level expected of second-language learners, the acquisition of valued knowledge, the relationship between cognition and language learning, the nature of "progress," and quality curriculum design. These questions are discussed in reference to the development in Australia of the…

Examines the effectiveness of different methods of improving the pronunciation of students of English-as-a-Second-Language studying in Great Britain and evaluates the significance of instruction as a factor affecting pronunciation. Findings reveal that successful acquisition of second-language pronunciation is affected by training, aptitude for…

Utilizes M. A. K. Halliday's theories concerning the social and cultural functions of language to construct a series of social studies/language arts integrated learning activities. First graders wrote letters to an imaginary mouse in their desks and third graders answered the letters. Analyzes this activity and includes an annotated bibliography.…

Analyzes the art criticism of nine university art education students writing about the work of Robert Rauschenberg. Identifies the students' use or nonuse of thematic unity, intertextuality, opposition, and description. These thinking strategies are primarily found in the works of three professional art critics. (MJP)

Examined how high school students, in individual and peer conditions, process scientific information that contradicts what they believe, and assessed the contribution of this activity to conceptual change. Results indicated two processing approaches: (1) direct assimilation; and (2) knowledge building, suggesting that knowledge building as a…

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 entering first graders. Factor analysis found four factors, which were reading related skills, visual cognition, verbal cognition, and speech processing. Cluster analysis identified nine profiles. The strongest predictors of later reading and…

Preliminary results from data on 146 Australian, 284 American, and 70 Norwegian preschool twins indicate reliable genetic influences on phonological awareness and memory and learning. Vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects. A print knowledge composite showed genetic and shared…

Twenty-three years of observation and testing of the communication skills of a male with agenesis of the corpus callosum and normal IQ revealed initial weakness in language. Difficulties with fluent speech persisted into young adulthood. With intensive intervention, communication and academic skills developed and the participant completed high…

Analyzed and compared the success and information seeking behaviors of seventh grade science students and graduate students in using the Yahooligans! Web search engine. Discusses cognitive, affective, and physical behaviors during a fact-finding task, including searching, browsing, and time to complete the task; navigational styles; and focus on…

This study reports a new analysis of data on children's ideas about direct current (DC) electrical circuits. The analysis is theoretically informed by Piagetian stage theory of genetic epistemology. The limits of the genetic epistemology are discussed. (KR)

This study tested the hypothesis that effortful interaction with a computer tool that provides reading-related guided interaction on a meta-cognitive level results in the internalization of the guidance and later improved reading comprehension. Results with 25 seventh graders in Tel Aviv using a specially designed tool--the Reading…

Examined cross-cultural variations in stress among Asian and Caucasian graduate students (N=204). Analyzed surveys measuring life stress, physical health complaints, and psychological health. Findings indicated some cross-cultural variations in stress and adjustment among graduate students, with Asian graduate students experiencing fewer stressful…

Asserts that a goal of social studies instruction is to help students make decisions about complicated social issues and that this goal is best accomplished through development of postformal cognitive processes. Defines postformal thought and examines two types: relativistic and dialectical. Shows how postformal thought can be promoted through two…

Suggested is a methodology for teaching and assessing group problem-solving with secondary school pupils. The results of a study conducted on this method are presented. The problem-solving approach used and operational definitions for assessment are listed. Scenarios for problem-solving activities are included. (CW)

The relationship between mathematics performance and fundamental linguistic variations in the cognitive representation of numbers was assessed, using 24 first graders each from the United States and Japan. Results indicate that the Japanese cognitive representation of number positively affects the understanding of place value. No gender…