The assumption that a singular biological resource pool embedded in the central nervous system results in differences in macrolevel outcomes because of the constraints it imposes on efficiencies of microlevel processing is refuted. Moderating effects on the causal pathways between microlevel and macrolevel performance are discussed. (SLD)

Fifty junior high school students were compared on achievement subtests requiring either analytic/convergent or holistic/divergent cognitive processing. Underachievers performed as well as achievers on tasks requiring holistic processing but did not perform as well on detailed or computational tasks requiring precision, attention to detail, and/or…

Discussed are the implications of the three main stages of conceptual change--"awareness, disequilibrium, and reformulating"--on misconceptions of grade 10 students in Israel. The difficulties and problems encountered with the procedure are included. (KR)

Asserts that art education affirms its identify within the school curriculum by the way it controls and assembles its beliefs. Concludes that it is only at the level of reflective interaction that the cultures of art and art education can be resolved and a rationale for art education developed. (CFR)

Reports findings from a three-year study by a composition researcher and a psychiatrist of the revision of an important mental health book: "Diagnostic and Statistical Manual of Mental Disorders." Examines the revision using three methodologies. Concludes that the revision functions to achieve certain social and political effects. (HB)

Practice on cognitive tasks, such as word recognition tasks, will usually lead to faster and more stable responding in a second language. An analysis is presented of the relationship between observed reductions in performance latency and latency variability with respect to whether processing has become faster or whether a qualitative change, such…

Six fifth-grade children participated in a four-day teaching experiment on complex additively structured problems to investigate difficulties in concurrently holding in mind situations in which items play multiple roles. Difficulties included distinguishing take-away difference from comparison difference and indirect evaluation of an additive…

Study of eight teachers who participated in the Cognitive Training-Intervention Program showed students were more likely to become competent thinkers with explicit encouragement and reinforcement; teaching quality diminished when teachers did not teach what they planned nor assessed what they taught; and only three of the eight benefited from…

Distinguishes the cognitive, affective, and emotive effects produced by the 1992 presidential campaign, especially its presidential debates. Describes the kinds of cognitive effects engendered by the campaign activities and performances of the three major candidates. (HB)

Asserts that children learn best and remember more when they are involved in active learning. Includes two lesson plans in which elementary students create a learning environment. Maintains that students developed a long-term interest in the topics and enjoyed the projects. (CFR)

Argues that videotaped versions of feature films can enhance students' understanding of sociological topics. Describes the use of two films, "The Milagro Beanfield War" and "Roger and Me." Includes two analysis sheets that students complete as an assignment for each film. (CFR)

Argues that the knowledge explosion in science promotes a perception that scientific knowledge is temporary and unreliable. Presents an ecological example that partially supports these conclusions. Contains 35 references. (DDR)

Considers the relevance of cognitive learning theory to instructional design for effective learning. Highlights include the organization of knowledge; systems approach; cognitive process learning; schema theory; and components of a model for instructional design, including pretesting, motivational considerations, media selection, and validation.…

Evaluates the ultimate goals of environmental and ecological education. Examines two versions of an established outdoor ecology program in a national park. Surveys students (N=700) using knowledge statements. Contains 64 references. (DDR)

Reports on a revision to the National Curriculum for Science in Great Britain that carries the danger of reverting to more prescriptive work with less emphasis on whole investigations. Uses a comparison between two exercises. (DDR)