Haroutunian defends points made in a paper (Educational Theory v30 n3) relating Jean Piaget's conception of knowledge to his biological view of equilibrium in response to criticism by William E. Doll, Jr. (Educational Theory, v31 n2). Haroutunian asserts that Piaget's theories permit evolutionary change only by chance mutation. (PP)

The hypothesis examined suggests that prequestions should be more facilitating than postquestions in directing students to the information necessary for a problem's solution. Fourteen problems were designed for a criterion measure, and 52 students in community college intermediate algebra classes were the subjects. Results indicated question…

Great moments in the history of adult education were created as the influence of people combined with the times and socioeconomic-political events. The impact of people and times was enhanced by the research process in the move toward identifying a body of knowledge for practicing adult education. (Author/SSH)

Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Counseling and other areas of education base their practices upon accepted theories of how human minds function. As scientists alter theories to reflect new knowledge, counselors must review practices to ensure that techniques have not become obsolete. (Author/SK)

Examines trends in reading instruction, suggesting that some approaches are responsible for children's reading difficulties. Looks at research suggesting ways to bridge the gap between reading experiences that take place in the home and those that occur in school. (HTH)

Explores whether the skills management systems, based on the mastery learning theory, can be used to foster creative reading--the highest level of skill development. (FL)

The authors identify important aspects of clinical knowledge development. They examine different areas and forms of clinical knowledge and share useful strategies that can be applied to the process of clinical knowledge development in practical settings. (Author/CT)

This review synthesizes research on relationships between performance on mathematics learning tasks to determine whether Piagetian tasks make useful readiness measures. Results indicated such tasks do not make useful measures, and suggested success on these is not necessary for many mathematics tasks. (MP)

Relates cognitive psychologist William G. Perry's idea that most students undergo radical change during their college years to the teaching of freshman composition. (JL)

Examines the appropriateness of the second-language teaching/learning model when applied to college-level first-language writing instruction. (RL)

This article synthesizes the relationship of human development and learning to industrial arts. It discusses developmental stages and tasks according to Havighurst, Piaget, and Erikson and how they each apply to industrial arts (CT)

An attempt is made to link the domain of mathematics and the natures and abilities of mathematicians to that which is perceptual, presentational, and implicit. (MP)

The creation and nature of rules in mathematics are discussed. It is noted that students may build up an image of mathematics as only a collection of rules with much of it mindless. (MP)

Two questions are examined: (1) What are the features that make computer games so captivating; and (2) How can these features be used to make learning, especially learning with computers, interesting? (MP)