Argues that by addressing social and emotional learning within the classroom, college faculty can foster the scholarly as well as interpersonal growth of students. Suggests that sensitivities and learning within the affective domain are strongly linked to the efficacy of a successful collegiate experience. (Contains 20 references.) (NB)

A study compared the implicit learning of 58 children (ages 7-14) with mental retardation and 53 controls (ages 3-8). Individuals with mental retardation modified their behavior after an implicit training procedure similar to the controls. The effect of implicit learning did not vary as a function of IQ or age. (Contains references.) (Author/CR)

Discusses four recent writing books: "Teaching to Write: Theory Into Practice" (Jane B. Hughey and Charlotte Slack); "The Writing Teacher's Handbook" (Jo Phenix); "Scaffolding Young Writers: A Writers' Workshop Approach" (Linda J. Dorn and Carla Soffos); and "Directing the Writing Workshop: An Elementary Teacher's Handbook" (Jean Wallace Gillet…

Discusses how high and low expectations are communicated to British students both directly by what teachers say and indirectly through the systems and processes through which teachers work. Examines racial and social biases and notes that expectations can be self-fulfilling prophesies. Asserts that mental pictures and models of Britain need to be…

Teacher nominations, parent nominations, and nonverbal measures of intelligence were used to identify giftedness among 178 severely/profoundly hearing-impaired students, aged 5-20. The three identification procedures appeared to be largely independent of each other. Characteristics of gifted hearing-impaired children were similar to those of…

Fostering teachers' clinical reasoning as a reflection of their understanding of classrooms should be a central purpose of any modern teacher education program. This article presents a rationale for and description of a proposal for pre-student teaching laboratory experiences which utilize computer-based simulations to facilitate development of…

Presents an overview of intelligent computer-assisted language instruction (ICALI) research as a type of artificial intelligence research. Outlines the components and kinds of ICALI systems. Examines practical research considerations such as personnel needs for development of ICALI software. (Author/LS)

Five articles explore various theoretical aspects of problems and problem solving skills. Highlights include strategies to learn problem solving skills; knowledge structures; metacognition; behavioral processes and cognitive psychology; erotetic logic; creativity as an aspect of computer problem solving; and programing as a problem-solving…

Reviews Dreyfus's writings about human cognition and artificial intelligence (AI), and explains some of the implications of his position, particularly in education. Topics include Dreyfus' critique of AI, representationlaism and expertise, technology and its role in instruction, computer-assisted instruction, and intelligent tutoring systems. (JKP)

This article gives a brief overview of issues in adult literacy; an assessment of workplace literacy; and components, concepts, and steps of the NASA Adult Literacy Evaluator project. The Adult Literacy Evaluator project applies NASA's technical experience to the problem of adult literacy and workplace literacy by finding ways to use interactive…

Investigates a complex aptitude treatment interaction (ATI) of intelligence and metacognitive skill as aptitudes with structuredness of learning environment as treatment, based on a study of undergraduates in simulation environments. Highlights include computer-assisted learning and experiential learning; ATIs and discovery learning; and learning…

Describes an intelligent tutoring system designed to help students remedy misconceptions of physics concepts based on a teaching strategy called bridging analogies. Highlights include tutoring strategies; misconceptions in science education; the example situation network; confidence checking; formative evaluation with college students, including…

Scores from the Vineland Adaptive Behavior Scale were compared to age and performance IQ for 72 children and adolescents with autism and 37 nonautistic controls with mental retardation. The relationship between the two groups' adaptive behavior profiles was stable from preschool age through adolescence. Increasing IQ was associated with lower…

Literature on developmental and psychosocial outcomes of childhood leukemia is reviewed, focusing on preschool-age children. Studies are categorized in terms of outcome measures: intelligence/achievement, neuropsychological, memory/attention, and psychosocial tests. Evidence suggests that preschool children with leukemia are at high risk for…

The Rasch model was applied to selection of items for an Arabic version of the Otis-Lennon Mental Ability Test using a sample of 599 male and female Kuwaiti secondary school and university students. Results indicated that the test is suitable for the range of ability intended to be measured. (SLD)