This study examined the relationship between two focus-scan items and five student-based ratings of instructional effectiveness. Results showed that there is scant evidence that students' cognitive styles or strategies are strongly linked to instructor/course evaluations. (Author/AL)

Describes the learning theories of G. Stanley Hall and Edward L. Thorndike and their impact on physics instruction in the twentieth century. (SK)

Discussion about the nature and varieties of mathematical understanding is presented. Symbolic understanding is defined as a mutual assimilation between a symbol system and a conceptual structure, that is dominated by the conceptual structure. (MP)

In four experiments to replicate and extend the findings of Shuell and Keppel (EJ 016 150), "fast" and "slow" learners were brought to a similar learning criterion, with the result that their forgetting curves were parallel. The experiments involved American and Nigerian students in learning word lists and poems. (Author/CM)

Ned Herrmann is interviewed regarding his latest theories on "applied creativity" and the design and delivery of "whole brain learning." He discusses the roles of the brain's two hemispheres, the Herrmann Brain Dominance Instrument, the importance of brain dominance to trainers, and the link between creativity and productivity.…

Carl Rogers and Robert Carkhuff maintain that learning is dependent upon particular human qualities in the teacher. In this study, students in adult learning groups rated group members on the qualities of empathy, respect, concreteness, genuineness, honesty, and helpfulness. Results indicated that students, especially adults, can realize their…

Tested competing hypotheses about the acquisition of terms that refer to relationships in both time and space. Hypotheses were as follows: (1) language of time is acquired as a spatial metaphor; and (2) differential experience with the dual senses of each term results in different acquisition patterns depending upon which sense dominates actual…

At intervals during the reading of an article, college students were asked to stop and state how they were preparing to answer an unspecified question about the article. Those students who had attempted to discern the question had significantly superior performance to those who had not devised such a strategy. (JN)

Describes some compensatory and developmental strategies that are designed to help the secondary student with learning disabilities achieve the objectives of vocational education. These strategies are discussed as they relate to cognitive abilities, learning processes, attention and concentration, academic skills, and work habits. (CT)

Pictorial humorous illustrations were found to have (1) no effects on information acquisition and on motivation, (2) positive effects on appeal, and (3) negative effects on persuasiveness. (PD)

The ways in which students can be assisted to learn how to learn and hence to be prepared to undertake an active involvement in their own continuing education are discussed. The curriculum at the medical school at the University of Newcastle, Australia is described. (Author/MLW)

Reviews the literature pertaining to the relationship between textbook illustrations and reading comprehension in elementary school students and finds that the effects of the relationship have not been clearly established. Poses questions for future research. (FL)

Three criteria for an interpretable validity study linking ratings to learning are discussed: section means, ability controls, and criterion adequacy. Validity coefficients predict 5-8 percent of criterion variance and may be moderated by situational factors and student characteristics. (Author/MLW)

The process of education is examined. It is suggested that the transition from high school to college should be dynamic, with freshmen jolted and challenged in direct ways. College is a way to fulfill a student's vocation in the present as well as prepare for a future goal. (MLW)

By keeping a diary of her class activities, the author was able to analyze her teaching behaviors and judge if they helped or hindered her goal of developing her students as independent learners. Extracts from the diary are included. (SJL)