Results revealed that arithmetic-disabled and spelling/arithmetic-disabled children had significantly lower storage and retrieval scores on a nonverbal task but did not differ on a verbal task; reading/spelling-disabled children differed only on retrieval scores from verbal task; and the reading/spelling/arithmetic-disabled children differed only…

The author presents the case for new ways of learning that help people develop specific skills to increase their ability to be more self-reliant, to live more fulfilling lives, and to help others. These skills include learning for economic sufficiency, practical life skills, community contribution, and becoming a fuller human being. (CT)

Reviews the research published in Elementary School Guidance and Counseling from 1974 to 1984, exploring research evidence of elementary school counselors' effectiveness in helping children to improve classroom behavior, to explore feelings, to improve socially, and to enhance sensory awareness and mental imagery. (Author/BL)

Describes the results of a study that asked two classes of 14 and 15 year olds to think aloud in the presence of an interviewer through their several readings of a poem. (DF)

Studies the dimensions of meaning attributed to facial expressions of emotion in preschoolers and adults. Subjects indicated the similarity or dissimilarity among different emotions by placing photographs of emotional facial expressions into preordained groups. For each age group, multidimensional scaling yielded a two-dimensional structure…

Addresses the criticisms of Diana Baumrind's review of his research on sex differences in moral reasoning development. Discusses issues such as the nature of moral development, the focus on adulthood, the choice of statistics, the effect of differing sample sizes and scoring systems, and the role of sexual experiences in explaining variability in…

Describes two studies in which young children were shown pictures that represented sound with postures and contexts, with conventions, and with combinations of information. Shows that the different types of pictorial representation of sound were not equivalent in their ability to evoke a correct interpretation. (HOD)

Reviews a study which sought to assess the influence of field activities, as compared to classroom-contained activities, upon students in an earth science laboratory course. Test results indicated that both groups had identical levels of lower-order learning but the field-oriented group demonstrated higher levels of understanding and application.…

The effect of the location, in picture or text, of spatial, contextual, and operational information on comprehension was evaluated. Results showed that textual presentation of spatial information produced fewer errors, pictorial presentation reduced performance times, and pictorial presentation of contextual information reduced assembly times and…

Outlines procedures used in an investigation of college students' thinking aloud protocols and discusses the framework developed for differentiating student-text interactions and identifying the common problems of less able comprehenders. Suggests ways to use protocols to look into the ways students comprehend texts, to identify comprehension…

Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)

A study of the relationship of class size to the length, frequency, and cognitive level and diversity of both teacher and student verbalizations in medical instruction in an Israeli university is reported. (MSE)

Investigates the relationship between class inclusion and reasoning in 56 Dutch Children between 6 and 14 years of age. Concludes that when the children failed to respond correctly to questions about the validity of syllogisms, they did so because they lacked sufficient understanding of the premises. (HOD)

Using children's verbal interactions to analyze their mathematical thinking ability is discussed. Suggestions are given for moving from a question-and-answer approach to using activities in which mathematics stimulates talk. (MNS)

As a means of implementing program activities, the Maryland State Department of Education has made assumptions regarding the development of students' thinking abilities. These assumptions and Maryland's plan of implementation are presented and discussed. (CT)