Characterizing the academic world as the culture of ideas and the commerical world as the culture of action, the speaker argues that the products of the academic world are essential to the commerical world and suggests that ignorance is a threat to the survival of both. (MBR)

A brief overview of research into learning and instruction is followed by a list of nine principles of learning and their implications for instruction. Four divergent examples of "reconceptualized content" are then presented as models to illustrate how individual content elements of instruction belong in a whole system. (EAO)

Examines the "cognitive process theory of writing" expounded by writing researchers Linda Flower and John R. Hayes, discussing problems with their theory and with the methodology on which it is based. (HTH)

It is suggested that the study of artificial intelligence can provide ways of thinking about the human mind that are potentially valuable in formulating cognitive theories. Theoretical psychology is proposed as an appropriate classification for this branch of theory. (MSE)

Argues that, as an exquisitely designed pattern detector, the human brain can most effectively acquire reading skill through exposure to varied texts, and that teaching isolated "reading skills" may only serve to improve scores on skill tests. Contrasts the theoretical bases underlying these two approaches to reading instruction. (PGD)

Establishes the connection between the learning theories of Robert M. Gagne and systematic patterns in scientific literature and discusses implications of this connection for instruction in library use. Twenty-four references are listed. (Author/EJS)

Presents a brief review of the andragogical model of learning and reports on an attempt to implement the model. The activity involved a group of adult students who took a study tour of an Australian national park. (SK)

Examines the application of learning principles to individualized instruction in skilled courses in business and vocational education for adult students. Available from College of Education, Kansas State University, Manhattan, KS 66506. (SK)

Experimental rather than statistical studies are needed to further research in the learning processes of coding and planning, since the variables need to be manipulated. Quantitative measures may mask qualitative factors. (MSE)

Outlines ways that writing encourages learning and discusses when it is most likely to do so. Discusses how teachers can link writing to learning in content area classes. (HTH)

This critical analysis of Merrill and Reigeluth's "elaboration model of instruction" briefly describes the theory, emphasizing sequencing and synthesizing; discusses its positive features; makes critical comments; and explores the relation between the elaboration model and cognitive theories of human learning and memory. Thirteen…

Offers three reasons why English teachers should spend more time studying educational/learning theories than looking for static, "practical" teaching ideas. (RL)

By reviewing historical background of mnemonic techniques in second language learning, detailing two imagery-based mnemonics and discussing theoretical interpretations of the mnemonics, this paper discusses the practical implications of the problem of transfer of learning to naturalistic situations. Also noted are classroom applications of…

Discusses the implications of theories of hemispheric dominance for computer-assisted instruction, highlights some of the computer's instructional uses, lists specialized functions of the cerebral hemispheres, and lists recommended solutions to CBI program problems which were submitted by gifted children. Thirty-five sources are listed. (FM)

The author offers a psychology of meaningful learning (based on ideas of D. Ausabel) as a more appropriate theoretical basis for gifted education than behaviorism or Piagetian theory.