The Posner-Snyder two-process theory of expectancy explains results of studies on the effect of sentence context on ongoing word recognition. Three studies tested the applicability of the theory to the performance of fluent adult readers. Difficult words displayed larger context effects than did easy words. (Author/RD)

By understanding factors that can make reading difficult for students who are normally able readers, content teachers can facilitate comprehension in their classes. (AEA)

Summarizes the key research issues and developments in cognitive science, especially with respect to the similarities, differences, and interrelationships between human and machine information processing. Nine references are listed. (JL)

High school students enrolled in a French course learned vocabulary words under conditions of either massed or distributed practice. Though performance of the two groups was virtually identical immediately after completion of the study, the students who had learned the vocabulary by distributed practice did substantially better on a second test…

The cumulative hierarchical assumption of Bloom's Taxonomy was tested by orienting American Australian subjects at four taxonomic levels to the same study material and administering an unexpected memory test. Moderate support was obtained for the cumulative hierarchical assumption, but it is concluded that the evaluation category is misplaced.…

Reports that primary school children learned high imagery nouns in fewer trials than low imagery nouns and that second-grade children learned the nouns in fewer trials than did first-grade children. (FL)

A number of general ideas intended to be helpful in analyzing differences in concept images among individuals are formulated. These ideas are applied to the specific concepts of continuity and limits, as taught in the secondary school and university. (MP)

Assesses children's ability to coordinate information in the context of perspective taking and moral judgment tasks and tests the assumption that both perspective taking and moral judgment involve a common decentering process. Subjects were first and third graders. (MP)

Illustrates and compares skills and process orientations for reading instruction. Tips for teachers of reading are provided. (RH)

Pleads for carefully designed learning activities and teaching-learning strategies for developing semantic and speech-functional competence, to improve the spoken English of German students. (IFS/WGA)

Reading ability is a combination of four major skills (word identification, vocabulary, comprehension, study skills), internal influences (experiences, interests, language and cognitive abilities, health goals), and external influences (material complexity, reading environment). Teachers can enhance their students' reading capability by…

The author develops a model illustrating the transformation of signals into information, into knowledge, and into wisdom. Using this model, he suggests that (1) education be distinguished from schooling, and (2) lifelong learning should focus on decision making and orchestrating resources for societal good. (SK)

This study investigated why children reproduce and/or reconstruct text in a classroom. The focus was on social classroom variables. Results supported the prediction that students would recall text differentially according to the response interaction pattern maintained with teachers. (Author/DB)

Results confirmed that children differentially use knowledge of results and suggested that any description of motor skill acquisition must account for the complex interaction between developmental level and the difficulty of the task at hand. (Author/DB)

Findings suggest memory deficits of educable mentally retarded (EMR) individuals cannot be completely attributed to a production deficiency involving failure to use spontaneously mnemonic strategies consistent with semantic organization. Normal and EMR individuals differ in verbal ability and achievement as well as in using plans to organize…