An empirical analysis of the relationship between science reasoning skills and the amount of information acquired during science learning as predicted by a neuromathematical model of information processing is presented. Subjects were 93 adolescents (mean age of 15.4 years old) with a IQ range of 91-142. (Author/JN)

Examines the effects of text elaboration and imagery on student comprehension in a computer-assisted poetry assignment designed to teach the concept of "mood." Concludes that the computer neither hindered nor elevated comprehension. (EL)

Explores the relationship between types of school music training and students' understanding of the basic components of music. (FL)

Recent advances in theory and research provide a basis for defining higher-order thinking skills and for designing tests of such skills. (MCG)

In two experiments subjects were required to either take notes or not take notes while viewing a videotaped lecture on automobile engines. Results produced a pattern of interaction in which note-takers performed better on far-transfer tasks such as problem solving but worse on near-transfer tasks. (Author/LMO)

The efficiency with which learning disabled and nonlearning disabled college students perform cognitive processing tasks was examined. A simple visual reaction time and speeded classification tasks were used. Learning disabled adults were slower and more variable on speeded classification tasks but did not differ on visual reaction time tasks.…

Contains suggestions from two contributors, the first discussing the importance of distinguishing opinion from fact and the second suggesting 12 activities parents can initiate to improve teenagers' reading skills, such as helping them develop resumes or autobiographies and reviewing important business forms together. (DF)

Discusses six advantages to using newspapers in classes for older students, including the relevance of the news and the low cost of newspapers. (DF)

Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)

The relationship between arithmetical concepts and solution methods is discussed. A case study illustrates the contention that some children with relatively sophisticated concepts express those concepts with primitive methods. (MNS)

Reports findings of study that examined the ways in which third, sixth, and ninth grade students made meaning when they were involved in reading and writing activities. (FL)

Focuses on the developmental and performance capacities of middle grade students, ages 9 through 13. Eight tasks are described as unique to this age range. Implications for counselors are given. (BL)

Focusing on the intellectual, cognitive mental domain of learning, the article discusses the kind of mental work one is expected to perform and the social relationships one engages in academic learning and field learning. (SB)

Questions about teaching rational numbers are discussed, dealing with when to teach the meaning of fractions and of decimals, when and how to teach computation with fractions and with decimals, and other issues. (MNS)

Division of fractions and division of decimals, both troublesome, are discussed in relation to helping students learn well and retain what they have learned. A strong conceptual base, mastery of related concepts and skills, and meaningful development are stressed. (MNS)