Fiedel School, which has been in operation for a quarter of a century, emphasizes learning through the arts. The first alumni of the School were contacted and asked to share their perceptions about the School and its effect on their lives. (Author/NQ)

The author discusses two different approaches to management of learning disabilities: the brain-based or process-oriented approach and the behavior-based or goal-oriented approach. (SBH)

Examines Piaget's learning theories and his endorsement of the biological viewpoints of Jean Baptiste de Lamarck. Particular points in Piaget's theories and their relationships to Lamarck's biology are discussed. (CP)

The purpose of this study was to investigate: (1) the effect of the mental alpha state on learning and (2) the effects of indirect suggestion and associative mental activity on learning rare English words. Available from: Society for Suggestive-Accelerative Learning and Teaching, 2740 Richmond Avenue, Des Moines, Iowa 50319. (Author/CFM)

The Proster Theory of the way the brain works and of the factors that favor or inhibit learning should be useful in designing educational programs that reliably provide huge gains in learning. (Author/IRT)

Examines Ronald Carver's statement of theory (see article in same issue) from a metatheoretical perspective. (JM)

Kolb's experiential learning theory offers the career counselor a meta-model with which to structure career exploration exercises and ensure a thorough investigation of self and the world of work in a manner that provides the client with an optimal amount of learning and personal development. (Author)

Reviews recent work on knowledge acquisition with a focus on knowledge restructuring. Piagetian theories of global restructuring may be replaced by a more domain-specific approach. Several mechanisms for knowledge restructuring are discussed, and these issues are related to a theory-based approach for the study of instruction. (RB)

In two experiments, college undergraduates completed a 20-frame instructional program and did or did not receive feedback following each frame response. Feedback groups outperformed the controls on the 20-item criterion test, but subjects who received repeated feedback showed the greatest probability of correcting an instructional error.…

Notes that Piaget's theory of cognitive development was based on the child's interaction with material objects and quantitative relationships. Examines the applicability of Piaget's concept of operational intelligence and conservation to music learning. Concludes that a theory of music learning must apply equally to the non-material and…

A literature review overwhelmingly confirms that children can learn economics. However, successful implementation in the classroom requires the effective use of current research on fundamental learning principles. (CB)

Examines educational practice implications of the current prevailing theory that self esteem is the critical variable for intellectual development. Contrasts this with the earlier assumption that standards--and criticism of performance that does not meet them--are essential to the learning process, and that a child's self esteem can withstand…

This article proposes that the interaction comprising the teacher student relationship is the primary instrument for school learning. Discussed is the belief that knowledge is a product of existence, that meaning is unrecognized outside its cultural context, and that the nonconscious is a critical factor in behavior. Implications are discussed.…

This research examined whether software for preschool and kindergarten children, which was designed in accordance with certain cognitive-developmental principles, would result in better learning compared to software teaching the same content but which did not incorporate such principles. Results are discussed. (Author/MT)

Investigates questions regarding Alfred North Whitehead's educational rhythm. Focuses on the concept of periodicity as the essence of Whitehead's universal system and less technical thoughts on learning. (DF)