The author describes a conference on exploring some educational methods that have proved effective in other fields and at other levels of medical education to see if they have application to continuing medical education. (SSH)

A variety of recent learning theories are discussed, and the possible integration of the models is examined. It is suggested that despite problems of terminology, development of separate schools of research, and commonality of concerns, each theory contains certain key concepts from which one can produce a meta-model. (MSE)

According to Peirce, diagrammatic constructions are represented by words in a sentence, an algebraic formula, or a graphic display. They are the basis of all valid reasoning and provide significant means for discovering unexpected truths. Sources and uses of diagrams in education are discussed in relation to Peirce's ideas. Nineteen references are…

The author asserts that personal construct theory is just one more way of looking at the world, rather than a means of understanding the world as it really exists. Other articles appearing in "Interchange on Educational Policy" (volume 13, number 4, 1982), concerning education and constructivist theory, are critiqued on those grounds.…

Illustrates the elusiveness of audience in written discourse. Clarifies some of the conceptual traps in the way "audience" is typically used. Suggests some general reference points that may be useful in thinking about the theory and the teaching of audience. (RL)

Discusses the six steps of the PQ4R study method: preview, question, read, reflect, recite, and review, and argues that the support of the building administrator is a major factor affecting the transfer of the method on a large-scale basis. (FL)

A theoretical model depicting the mental process of inquiry is presented and discussed. It is mainly composed of givens, operations, transitional outcomes and terminal outcomes. The different mental paths followed as well as the various alternative outcomes are also discussed and a number of implications deduced. (Author)

The author discusses ways that Ausubel and Novak's theory of concept learning might be applied to aesthetic education. (SJL)

The author reviews some of the recent research on learning to read, and discusses two theories prevalent during the 1970s of the process of perception during mature reading--the Hypothesis Position and the Direct Perception Position. (KC)

A comparison is drawn between acquiring linguistic skills and acquiring creativity. It is suggested that aesthetic values have to be taught, that literalism has an important function in artistic development, that media can help to control and direct a child's attention, and that formulas impart a necessary competence. (Author/KC)

Reviews major learning theories that can be followed by business communication instructors, including those by David Ausubel, Albert Bandura, Kurt Lewin, Edward Thorndike, B.F. Skinner, and Robert Gagne. (LRA)

Successful students use a learning style that involves thinking deeply about what they are studying. Several teaching techniques that can encourage this are discussed. (Author/MLF)