This critical analysis of Merrill and Reigeluth's "elaboration model of instruction" briefly describes the theory, emphasizing sequencing and synthesizing; discusses its positive features; makes critical comments; and explores the relation between the elaboration model and cognitive theories of human learning and memory. Thirteen…

Offers three reasons why English teachers should spend more time studying educational/learning theories than looking for static, "practical" teaching ideas. (RL)

By reviewing historical background of mnemonic techniques in second language learning, detailing two imagery-based mnemonics and discussing theoretical interpretations of the mnemonics, this paper discusses the practical implications of the problem of transfer of learning to naturalistic situations. Also noted are classroom applications of…

Discusses the implications of theories of hemispheric dominance for computer-assisted instruction, highlights some of the computer's instructional uses, lists specialized functions of the cerebral hemispheres, and lists recommended solutions to CBI program problems which were submitted by gifted children. Thirty-five sources are listed. (FM)

The author offers a psychology of meaningful learning (based on ideas of D. Ausabel) as a more appropriate theoretical basis for gifted education than behaviorism or Piagetian theory.

The Relational Thinking Style (RTS) identifies five generic learning styles: transient, digital, multi-digital, multi-relational, and meta-relational. (Author/MLF)

Classrooms and other formalized settings have a predictable effect on student behavior and can be manipulated by educators to facilitate learning. (LH)

Teachers can improve student learning by using test-like questions and other systematic procedures derived from learning theory and research. (Author)

In his new book, Reuven Feuerstein explains the program he has developed to improve human ability to learn and to solve problems. (Author/MLF)

Argues for more emphasis on the fabric which holds curriculum detail together and describes those conceptual tools which may help in redirecting thinking toward holistic approaches to instruction and teaching. Linkages between educational technology and learning theory help guide this quest. (Author/RAO)

Discusses the work of S. H. White, W. F. Overton and D. M. Baer. (MS)

The research, learning theory, and educational practices related to mathemagenic behavior are examined. The application of mathemagenic research and theory to science instruction is detailed. Instructional materials and methods useful in integrating mathemagenic research with instruction in science are outlined. (BT)

Discusses four experiments concerned with environmental determiners of the taste familiarity effect. Specifically, external environmental stimulation experienced by the subject at the time of taste preexposure and taste conditioning was varied in order to assess its influence on taste aversion learning. (Author/RK)

When a person performs several activities at the same time, there is often competition for the processing resources required to do those activities. Recently, the authors developed a method for analyzing the tradeoffs that can occur when two or more tasks compete for the same limited resource. (Editor/RK)

Examined processing of noun-noun compounds in which the internal noun is pluralized (such as "new books shelf"), contrary to normal constraints prohibiting such constructions. Tested 36 3- to 5-year olds on their interpretations of compounds fronted by an adjective. Results suggest that children's word formation processes allow complex…