Explores the relationship between recent basic research on second language acquisition and the masses of data available through foreign language classroom experience. Suggests that more research is needed in order to verify hypotheses by psycholinguists on the nature of the ability to acquire and use second languages. (MES)

A study to investigate one of the mechanisms teachers may use to convince themselves incorrectly that students have learned science concepts requiring formal operational ability is presented. The investigation indicates instructors may actually teach and test for memorization of algorithms rather than understanding. (MP)

Explores the cognitive theories of learning and memory. Advises teachers that students learn better by manipulating information to formulate their own ideas, and that classes should be restructured away from straight lectures to allow this manipulation to the students' best advantage, particularly in literature study. (HTH)

Analyzes the procedures used in mastery learning to determine if they are consistent with those of the skills management approach to reading instruction. Concludes that they are not. (FL)

The article reviews theory based research on the motivational characteristics of mildly retarded adolescents and young adults and highlights the need for more research on the motivational characteristics in learning among this group of individuals. (DLS)

Suggests that understanding different conceptual models of curriculum making will increase the effectiveness and rationality of the development process. Presents four commonly used models of curriculum development: empiricism, rationalism, pragmatism, and humanism. (Author/JM)

Research addressing development of mechanistic models capable of acquiring languages on the basis of exposure to linguistic data is reviewed. Research focuses on major issues in developmental psycholinguistics--in particular, nativism and empiricism, the role of semantics and pragmatics, cognitive development, and the importance of simplified…

Discusses the learning cycle, a strategy developed by Karplus for incorporating Piaget's concepts into a pragmatic method for use in any classroom. The three facets to this strategy, exploration, invention, and application, are described. Includes an exercise that can be used for high school and college classrooms. (CS)

It is frequently claimed that learning "how to learn" is more important than what is learned. On the other hand, many are more concerned with the mastery of content. The tendency to regard knowledge and skills as two different things is examined and it is argued that they are related phenomena, not separate entities. (Author/JMD)

Communication of mathematical structure from curriculum developers to teachers and then to classes of secondary students was investigated. A high correspondence among the cognitive structure of curriculum developers, content structure, and teachers' cognitive structures, and between cognitive structure of a class and that of its particular…

The theories of Karl Popper, Imre Lakatos, and Jean Piaget are examined in an attempt to find answers to some long-standing, critical problems in mathematics education. (MK)

An historical and descriptive account of the procedures and techniques used in a program applying social learning theory to the treatment of aggressive children is presented. (JMF)

Parental involvement and participation in schools are encouraged because it benefits the parent, his/her child, and the school. Some suggestions for parental involvement are offered. (JMF)

Variables affecting long-term retention are examined: (1) learner history--including ability, prior knowledge and self-confidence; (2) events (teaching techniques) occurring immediately before reading; (3) events occurring during reading; and (4) events in the retention interval, particularly practice effects. The ACT associationist model is used…

Argues that mutual trust and understanding between teacher and learner are essential to a beneficial learning experience. What students learn depends on their interpretation of the experience, and attempts to control learning result in undesirable side effects. Congruity of external and internal evaluations is a significant consideration…