Several varieties of perceptual independence are investigated, including sampling independence, dimensional orthogonality, stimulus separability and integrality, and performance parity. A general multivariate perceptual theory is developed, and a precise definition of perceptual independence is offered. (Author/LMO)

Explains the nature of concept maps and presents several procedures for using and evaluating them. Indicates that because the maps facilitate a sharing of meaning unhampered by any lack of verbal skills, teachers and students can judge with some degree of clarity how well a particular concept is understood. (JN)

Types of comparisons for evaluation of mnemonics were identified based on equating exposure to the to-be-learned associations or on total study time. Experiments on the cueword method illustrated how highly analytical experiments on mnemonics might be conducted and how choice of comparisons in research could affect mnemonic evaluation. (Author/DWH)

Presents an abbreviated version of a large scale investigation of second language attrition covering 50 years. Results yield benefits to teachers and students of foreign languages by leading to an understanding of how various procedures of acquisition affect the rate of loss and ultimately minimize the potential for later attrition. (SL)

Discusses a theoretical framework that draws together previous research on the role of the educator in children's learning. Urges teachers to create classroom "communities" in which children have some control over their learning environment and interact with teachers and peers to carry out legitimate personal and social tasks. (HTH)

Argues that social interaction with peers is a necessary part of children's internal structuring of spelling. Describes briefly two classroom experiments in which children responded to each other's invented spellings. (HTH)

The research on effective learning is reviewed in order to illustrate changes in how learning processes are understood. Using this research, the cognitive functions of effective learners are described and the implications for the characteristics, and functions of effective learning training programs are discussed. (Author/MLW)

A review of recent research and language acquisition theories indicates a need for new teaching principles for second language instruction. The importance of matching language instruction with developmental processes of language acquisition, and considering the effect of social context, emotional climate, and the nature of the language learning…

Examines one type of literacy event in a second-grade classroom--free writing--and, especially, its sharing time phase. (FL)

Outlines a K-12 scope and sequence model for technology education that has as its integrating thread the concept that technology is fundamental to human survival and that its study leads to an understanding of culture. (SK)

Discusses current learning theories, indicating that though many psychologists and ethologists now agree on using a mechanistic approach, some linguists doubt its adequacy. Implications of research on the mollusk "Aplasia" to understand the learning process are included. (JN)

Reviews learning style research and concludes that five elements contribute to each students' instructional environment--sound, light, temperature, design, and need for mobility. Argues that when those elements are strong preferences it is very difficult for students to overcome them. (FL)

Adult learning in the future needs to respond to both specific content or skills to be learned and to the holistic process by which learning is related to these goals. The goal of adult educators will be to link motivation with appropriate learning modes. (DF)

Based on an analysis of teacher clarity as a process-product variable, suggestions are made to enhance the concept of clarity as a factor in classroom learning. Clarity is referenced to learning theories and other theories accounting for student learning as a way to understand more fully the role of clarity in effective teaching. (Author/PN)

This article is intended to give a critical evaluation of the "learning test methodology," with special regard to diagnosis and optimization of learning processes. The learning test concept is based on the "pretest--educational training intervention--posttest" approach. (PN)