Describes a parent communication skills training program which applied Combs' (1982) learning theory emphasizing the importance of personal meaning. Parents in the personal meaning (Integrative group) showed marked improvement compared to those in the Techniques group. (MCF)

Argues that a weak form of schema theory (a schema being an abstract set of expectations) gives the best account of the knowledge most people have about ordinary matters. Emphasizes that a person's culture is a principal determiner of what is already known and what can come to be known. (KH)

Discusses the distinction between species-typical (elicitation) and operant reinforcement interpretations of infant/adult social interaction; considers procedural and analytic components of Poulson's 1983 paper (v36 p471-89); and clarifies differences in Poulson's interpretation and the author's interpretation of the vocal conditioning studies of…

The article examines neuropsychological theories of behavior and considers their application to special education, with particular emphasis on learning disabilties. Among problems involved with the approach are difficulties communicating educationally relevant data and confusion over the validity and utility of the neuropsychological approach. (CL)

This volume presents the findings and recommendations of the American Educational Research Association's (AERA) Commission on Research in Black Education (CORIBE) and offers new directions for research and practice. By commissioning an independent group of scholars of diverse perspectives and voices to investigate major issues hindering the…

This is a detailed introduction to the major theories that lie behind children's learning styles. The book examines how to develop learning situations and how to plan and create the best opportunities for effective and lasting learning. After an introduction, six chapters are presented: (1) What Is Learning?; (2) Behaviourist Approaches; (3)…

Over recent years, various theories have arisen to explain and predict cognitive development in mathematics education. We focus on an underlying theme that recurs throughout such theories: a fundamental cycle of growth in the learning of specific concepts, which we frame within broader global theories of individual cognitive growth. Our purpose is…

This paper presents a case-study of a mathematics teacher who has substantively developed her mediational strategies and her conceptions of mathematical knowledge as a result of her participation in an in- service program. Her new teaching practices raise serious dilemmas for her in relation to her teaching context, in particular, the limited…

This paper discusses the nature of cognitive research and its implications for learning and teaching science. In addition to needing adequate financial support, active involvement of scientists and educators, and education of teachers, two other factors should loom large in the development of new instructional materials in science and in the…

Based on a newly developed holistic theory of knowledge and learning, this paper critically evaluates several contemporary theories of adult learning. Most of existing adult learning theories tend to narrowly define knowledge and learning and fail to offer adequate explanation for adult learning. Implications for HRD theory, research, and practice…

The mathematics teacher has a major responsibility in assisting pupils to learn in ongoing lessons and units of study. This paper discusses ways of motivating students in the mathematics classroom from the perspectives of different learning theories such as behaviorism, humanism, cognitive psychology, and constructivism. Guidelines for teaching…

The study was designed to allow the investigation of the following research questions: (1) What are the magnitude and direction of measurable significant differences in meaningful learning orientation and meaningful understanding of physics concepts between students with learning cycle (LC) instruction and those with meaningful verbal reception…

Five steps in directive teaching are delineated: a) select target children; b) identify target behaviors; c) identify reinforcing events; d) establish plan, including instructional goals, reinforcement, and reward schedule; and e) implement and evaluate. (HMD)

The results of a study designed to assess the function of feedback and instruction on experimental groups show that all experimental conditions increased counselor trainees' empathic responses significantly. (Author/RP)

Discusses the work of L.S. Vygotsky, expressed in "Thought and Language," concerning the effect of language learning on the intellectual development of the child above and beyond his spontaneous development. (RL)