Five studies investigated self-other differences in processing personal information. Undergraduate students rated self-referent or other-referent personal adjectives. (CM)

Describes a test designed to measure outcomes of "inquiry" social studies programs in elementary schools. Results indicate that inquiry students, or those whose teachers use inductive methods to encourage active participation in learning, perform better than noninquiry students on tasks requiring higher cognitive processes. (Author/KC)

The notion that a prerequisite for asking questions about new topic matter is some appropriate level of knowledge was tested. Learners with two levels of background knowledge using learning material with two levels of difficulty were studied. (SW)

Based on the premise that social studies programs must involve students in dynamic learning and language activities, the article discusses thought and language in social studies education and describes an Ohio State University Program which integrates social studies instruction and active learning-language experiences. (KC)

The model stresses interactions among specific combinations of cognitive task requirements, learner characteristics, and instructional treatment properties, in a manner analogous to the aptitude-treatment interaction (ATI) model. "Supplantation" is the provision of overt assistance to learners in performing a specific process required by…

The article outlines specific procedures for analyzing student errors and using the information gained as a tool for making appropriate assessment and instructional decisions. (DLS)

Examines the transition from concrete to formal thought in Piagetian theory. The questions investigated relate to the abruptness of the transition period, the simultaneity of changes across schemes, and the influence of one scheme of development on another. (SA)

Information processing of elementary teachers in the classroom was investigated by interviewing teachers. Findings indicated that the context (time of year, instructional setting, and curriculum-management system) was a key factor in information processing. (Author/JKS)

Major concepts of information processing in teaching were reviewed, and a proposed framework was designed. The author contends that teachers' information processing primarily affects long term decisions, flow of activities, and the selection of materials. (Author/JKS)

The author contends that in order to change teacher classroom behavior, the thought processes of the teacher (while teaching) must be made conscious and be altered through in-service training. (JKS)

Deals with some of the confusions that have arisen due to inaccurate translation and misunderstanding of Vygotsky's general theoretical framework. Also discusses how social interaction at the level of interpsychological functioning can lead to independent problem solving at the intrapsychological level. (Author/MP)

The article summarizes the developmental processes of adolescents (age 12-18) and reviews literature concerning the adolescent's use of television, newspapers, periodicals, records, and radio. (KC)

From a review of empirical research, a new theoretical synthesis of anxiety's effect on learning and memory is proposed: anxiety always reduces processing effectiveness, by generating task-irrelevant processing activities, but this will not impair performance efficiency if sufficient compensatory effort is expended. (SJL)

Uses data from a public health mass media campaign to test the selective exposure hypothesis (that individuals will seek only that information which is consistent with their current attitudes). Finds support for the effectiveness of the media campaign and little support for the selective exposure hypothesis. (RL)

The interdisciplinary approach of cognitive neuroscience in studying mind-brain relations is discussed. (SA)