Defines skills used in the reasoning process: problem solving, classification and organization, making reasoned judgments, and researching a subject. Lists Vermont's basic competencies in reasoning and notes that teachers and the community must accept the competencies of reasoning as legitimate educational concerns. (KC)

The theoretical and methodological concepts for research on aptitudes as cognitive processes are discussed. Individual differences constructs are reviewed in relation to cognitive processing models, and studies of short-term memory are reviewed. A coordinated approach to the study of aptitude as information processing is recommended. (Author/RD)

Consistent learning gains are associated with the use of pictures when experiments adhere to five ground rules: (1) prose passages are presented orally; (2) the subjects are children; (3) the passages are fictional narratives; (4) the pictures overlap the story content; and (5) learning is demonstrated by factual recall. (Author)

Proposes an approach to effective communication instruction which avoids the use of techniques and instead emphasizes the linguistic, logical, psychological, and sociological analysis of discourse. (AM)

Discusses the importance of reading in science learning. Some ways to help improve reading skills are presented. (MDR)

Reading comprehension and vocabulary scores, and verbal and nonverbal IQ were significantly related to both simultaneous and successive processing ability in fourth grade Canadian boys. High levels of both types of processing ability are necessary for high achievement; high levels of one type only will result in moderate achievement. (Author/GDC)

Reviews current studies that emphasize teacher thinking processes. (Author/MLF)

A comparison of three models of language learning: the Creative Construction Hypothesis, the Interlanguage Hypothesis and The Approximate Systems Model. Evidence is provided to support the hypothesis that the third model which incorporates both functional and linguistic analysis describes second language learning and explains why learners progress…

The development and validation of the Test of Thematic Analysis (TTA) are described. The TTA measures the effects of liberal education as distinct from other kinds of education and general maturation. Scores were higher among seniors than freshmen at traditional liberal arts colleges. No significant differences were obtained at two vocationally…

An information processing model was fitted to individual learning of paired associates and word definitions for 378 fifth to tenth-grade students. Reliable individual differences in acquisition rate and long-term retention were found. Correlations with traditional aptitude and achievement scores were discussed; no significant sex or ethnic group…

Reports on research concerning cloze techniques; shows how a technique termed the "Interactive Cloze Procedure" was used to help eighth grade students study the use of imagery in a literary selection. (MAI)

Reports a study of the cognitive preferences of 599 tenth grade students in physics, chemistry, and biology and the effects of sex and school type on outcomes. Findings indicate cognitive preference was the same for all three sciences, sex is not significant, and school type affects curiosity and utility outcomes. (SL)

The following three beliefs about language learning are discussed: the study of languages provides rigorous training for the mind; it should lead to a more precise understanding, appreciation, and use of one's native tongue; and students should be guided to the stage where they can learn primarily through self-instruction. (SW)

Seventh-grade students enrolled in two average classes were pretested, randomly assigned to two training groups--an active group in which physical materials were employed and a verbal group in which standard textbook procedures were employed--immediately posttested and posttested one month later. The active group showed greater achievement and…

The purpose of this article is to examine the capacity limitations of the active memory system as seen in the nature of the forgetting mechanisms. (Author/NCR)