Research on high school students using the Perry scheme (progressing from dualism to multiplicity, contextual relativism, and dialectic reasoning) suggests gifted students are at least one stage ahead of their agemates. While most students are grasping the notion of unanswered questions, gifted students are seeking structures to help them explain…

Disagrees with Ellis's claim (1996) that learning the grammatical word class of a particular word, and learning grammatical structures more generally, involves in "large part" the automatic implicit analysis of the word's sequential position. The article maintains that some grammatical acquisition, but not "vast amounts," derives from the analysis…

Strategies used by upper secondary school students to regulate their own learning processes were studied for 248 Australian students, 215 Japanese students in Japan, and 30 Japanese students in Australia. The pattern of strategy used varied for each cultural group, with Japanese students using memory strategies significantly more often. (SLD)

Examines the phenomenon of dissonant forms of memorizing and repetition from both location and structural perspectives. Attention is drawn to clear evidence that supports, in particular, an argument in favor of gender-response differences in both location and structural dissonance. Also illustrates how the isolation of dissonant response patterns…

Argues that the use of pictures as a teaching and learning strategy benefits early learners with regard to reference image development and provides helpful information to a student who may be separated from teacher feedback. (KEH)

Argues that word learnability and ease in the second-language classroom can serve as guidelines in second-language instruction for the following: the selection of words to be taught; the presentation of words; the facilitation of long-term memorization; the development of strategies for self-learning; and the assessment of vocabulary knowledge.…

Three experiments were conducted in which the "face-name" mnemonic was adapted for use in learning 30 painting/artist associations by a total of 183 university undergraduates. Subjects exposed to verbal and pictorial mnemonic aids were better able than were others to match artists and their paintings. (TJH)

Explores the profound connection between human memory and imagination. Educational ideas that find only incompatibility between memorizing and developing imagination and procedural skills are inadequate. Viewing teaching as story telling transforms the curriculum from a huge mass of predigested material to a collection of great stories reflecting…

Presents study results examining conditions in which children can apply a previously learned memorization strategy to new but analogous tasks. Concludes that strategy mastery during training is not sufficient. Reports that only subjects who use information about relations between procedures and results to construct generalizable knowledge are able…

Presents a mathematical-categorization model using multiple-step chains of reasoning (CORs) and memory for examples. In 5 experiments, 144 undergraduates memorized descriptions of fictional people, then made predictions from incomplete descriptions using 1-, 2-, or 3-step CORs. The multiple-step context model with one- and two-step inference…

This article examines the various types and functions of mnemonic strategies that may be used to expedite recall in students with learning disabilities, reviews the research concerning mnemonics, and provides a critical analysis of mnemonics as it relates to people with learning disabilities. (DB)

Describes a study that investigated the effects of images on vocabulary retention among college students who read lists of unfamiliar words and definitions. One group read sentences using unknown vocabulary words. Another group read the same sentences with drawings depicting major points. Images significantly improved student performance,…

Policy initiatives from Kentucky to California are espousing curriculum based on NCTM-backed core concepts that students understand through induction rather than memorization, teaching based on guided mastery rather than didactic instruction, and assessment that is open-ended rather than machine-scorable. This article highlights obstacles to…

This article discusses the use of mnemonic techniques in helping students acquire new information and apply that information in problem-solving situations. It outlines common academic learning problems and the dynamics of mnemonic strategies and applies the strategies to remembering definitions, factual information, processes, functions, and…

Educators must realize that, in Japan, authentic learning means mastery of memorized information, not experiential learning and independent reasoning in preparation for life. Although many Japanese can recite long strings of facts, few can answer "why,""how,""what if," and "what do you think" questions about…