In two experiments, college undergraduates completed a 20-frame instructional program and did or did not receive feedback following each frame response. Feedback groups outperformed the controls on the 20-item criterion test, but subjects who received repeated feedback showed the greatest probability of correcting an instructional error.…

Notes that Piaget's theory of cognitive development was based on the child's interaction with material objects and quantitative relationships. Examines the applicability of Piaget's concept of operational intelligence and conservation to music learning. Concludes that a theory of music learning must apply equally to the non-material and…

A literature review overwhelmingly confirms that children can learn economics. However, successful implementation in the classroom requires the effective use of current research on fundamental learning principles. (CB)

Examines educational practice implications of the current prevailing theory that self esteem is the critical variable for intellectual development. Contrasts this with the earlier assumption that standards--and criticism of performance that does not meet them--are essential to the learning process, and that a child's self esteem can withstand…

This article proposes that the interaction comprising the teacher student relationship is the primary instrument for school learning. Discussed is the belief that knowledge is a product of existence, that meaning is unrecognized outside its cultural context, and that the nonconscious is a critical factor in behavior. Implications are discussed.…

This research examined whether software for preschool and kindergarten children, which was designed in accordance with certain cognitive-developmental principles, would result in better learning compared to software teaching the same content but which did not incorporate such principles. Results are discussed. (Author/MT)

Investigates questions regarding Alfred North Whitehead's educational rhythm. Focuses on the concept of periodicity as the essence of Whitehead's universal system and less technical thoughts on learning. (DF)

Describes a parent communication skills training program which applied Combs' (1982) learning theory emphasizing the importance of personal meaning. Parents in the personal meaning (Integrative group) showed marked improvement compared to those in the Techniques group. (MCF)

Argues that a weak form of schema theory (a schema being an abstract set of expectations) gives the best account of the knowledge most people have about ordinary matters. Emphasizes that a person's culture is a principal determiner of what is already known and what can come to be known. (KH)

Discusses the distinction between species-typical (elicitation) and operant reinforcement interpretations of infant/adult social interaction; considers procedural and analytic components of Poulson's 1983 paper (v36 p471-89); and clarifies differences in Poulson's interpretation and the author's interpretation of the vocal conditioning studies of…

The article examines neuropsychological theories of behavior and considers their application to special education, with particular emphasis on learning disabilties. Among problems involved with the approach are difficulties communicating educationally relevant data and confusion over the validity and utility of the neuropsychological approach. (CL)

This volume presents the findings and recommendations of the American Educational Research Association's (AERA) Commission on Research in Black Education (CORIBE) and offers new directions for research and practice. By commissioning an independent group of scholars of diverse perspectives and voices to investigate major issues hindering the…

This is a detailed introduction to the major theories that lie behind children's learning styles. The book examines how to develop learning situations and how to plan and create the best opportunities for effective and lasting learning. After an introduction, six chapters are presented: (1) What Is Learning?; (2) Behaviourist Approaches; (3)…

Over recent years, various theories have arisen to explain and predict cognitive development in mathematics education. We focus on an underlying theme that recurs throughout such theories: a fundamental cycle of growth in the learning of specific concepts, which we frame within broader global theories of individual cognitive growth. Our purpose is…

This paper presents a case-study of a mathematics teacher who has substantively developed her mediational strategies and her conceptions of mathematical knowledge as a result of her participation in an in- service program. Her new teaching practices raise serious dilemmas for her in relation to her teaching context, in particular, the limited…