Reviews theories and research findings on intrinsic motivation for young children and suggests ways for parents and educators to facilitate children's development in this area. (Author/BJD)

Distinguishes between the collaborative learning process and a collaborative learning group. Lists conditions basic to the development of effective collaborative learning groups through training programs: (1) knowledgeable trainer, (2) participant commitment, (3) open communication, and (4) appropriate normative controls. (JOW)

Presents five principles which yield predictions about deterrence of illegal acts by the use of negative sanctions in the form of testable hypotheses, including intensity, temporal proximity, availability of reward, schedule of delivery, and availability of alternative behaviors. Suggests application of any principle of punishment is premature…

Describes an adaptation of the Component Display Theory to a corporate training setting where the principal developmental effort was done by content experts. An overview of the Component Display Theory is included with a case study illustrating the application process. Examples of the resultant training products are included. (MBR)

Argues that, like making stew, there is more than one sequential writing process, and that while one cannot discern the process by examining the product, the product (or purpose) cannot help but shape the processes. (HTH)

Examines the elements in the text, within the reader, and within the environment that now comprise the broader meaning of the term "context." Discusses how these interrelated elements influence reading comprehension. (HTH)

Explores the similar and different ways that reading and writing influence consciousness. Summarizes the relationship between reading and writing as meditation--a way of modifying inner speech or composing in the mind. (HTH)

Reviews prior research on learning from instruction, presents an illustrative analysis of one relatively well studied area of research, and proposes a procedure that probabilistically increases control over theoretically significant cognitive causes of instructional effects. A 30-item reference list accompanies the text. (Author/JL)

Frequently cited sex differences in general psychology texts are noted, with such "differences" specified even when scientific evidence did not exist. Research on brain lateralization and sex difference is reviewed. (MP)

Reports that reading researchers are now debating whether reading is a bottom-up or top-down process. (FL)

Two stages of skill development are: declarative (facts are interpreted) and procedural (knowledge is embodied in skill procedures). Knowledge compilation moves skills from the declarative to procedural stage in subprocesses of composition, which collapses sequences of productions into single productions, and proceduralization, which embeds…

Reports that story grammar seems to be more useful for teachers than for students. (FL)

Three contrasting schools of learning theory are briefly described and then related to training methods. The methods are behaviorist, humanistic, and cognitivist. The author concludes with the thought that no one theory is right for all training activity, and if a particular theory works, use it. (CT)

Mathematics education is viewed as a process imbedded in social interaction. Alternatives to seven widely recognized modeling perspectives that provide conceptual foundations for mathematics learning are discussed. (MP)

Finds that giving students background knowledge of a subject improved their performances on a test of reading comprehension. (AEA)