Subjects who read about the legislative process in Oklahoma demonstrated slightly better factual recall of the material than subjects who saw a film version of the same material. (GW)

Effects of verbal and pictorial elaboration on long-term memory were assessed. Second-graders learned a list of nouns by the paired-associate method, and long-term retention was assessed after seven days. Results indicated that although elaboration facilitates initial acquisition, it neither helps nor hinders long-term retention. (Author/RD)

College students read passages and answered either verbatim or parphrased adjunct questions either inserted in the text or massed at the end of the passage. Passage review was varied. On the post-test containing unfamiliar paraphrased questions, students given inserted paraphrased adjunct questions outperformed the others. Paraphrased questions…

In two experiments, undergraduates who completed the last words of sentences they read learned more than subjects who simply read whole sentences. This facilitation was observed even with a list of sentences that were almost always completed with the wrong words. (Author/GDC)

Lower-middle-level managers participated in workshops in which democratization of the learning process itself was essential to the discovery of the features of adaptive human organization. This led to changing working arrangements from individual-task relationships to that of a group of employees responsible for a set of tasks. (Author/MLF)

The performance of 22 trainable mentally handicapped Ss (6-12 years old) given training in the identification and utilization in object sorting of dimensional properties of form, size, and color was compared with nontrained controls. (Author)

Compares the Ausubelian approach and the traditional one to the content organization of an introductory course in electromagnetism. States the differences between these approaches in terms of the student's ability to apply, relate, and differentiate electromagnetic concepts. (GA)

Argues against the claim that Piaget's theory of formal thought is invalid when used in learning high school chemistry, and suggests a way to test its validity. (GA)

Almost all children can learn what the schools teach today, but, at present, only one-third of them do, says Benjamin S. Bloom, Charles H. Swift Distinguished Service Professor, University of Chicago. While the conventional system of group instruction is effective for some students and ineffective for others, he states that mastery learning…

Provides a brief guide that teachers and administrators might use as the foundation for training sessions with inexperienced volunteers interested in tutoring upper elementary or secondary level students who have failed to acquire basic reading skills. (Author/RK)

The ADAPT program for freshmen emphasizes building an experiential base in introductory courses before moving to abstract formulations. The goal is to develop thinking processes that are integrated with the student's experiences. Students in the ADAPT program outperformed two comparison groups on a variety of thinking tasks. (Author)

The keyword method helped elementary school children learn Spanish vocabulary, especially when they were provided with relevant visual images. The Spanish word was associated with an English keyword sounding like the foreign word, and the picture illustrated some interaction between the keyword and the English translation. (GDC)

Investigations of the effects of visual imagery and pictorial stimuli on young children's oral prose learning indicated: (1) age differences affect the ability to profit from self-generated imagery; (2) experimenter-provided cues help to generate imagery; and (3) the type of cue provided relates to the kind of information recalled. (Author/GDC)

Focuses on the utility of well-formulated theory in conducting research, and demonstrates that the problem of transfer of learning is still a tough and subtle one. (Editor/RK)

The Reading Improvement Through Art Program is an effort to adapt methodology proven successful with poor readers in elementary, intermediate and high schools. Describes this interdisciplinary program and calls attention to "the important relationships between visual and verbal learning". (Author/RK)