Ausubel asserts that his work is impugned in various ways in Anderson, Spiro, and Anderson. This paper argues that a more careful reading of the original paper obviates most of Ausubel's concerns. (Author/GK)

Reviews and compares the theories of Piaget and Vygotsky on the relationships between child language and thought, as presented in their respective works, "The Language and Thought of the Child" and "Thought and Language." (SJL)

Focusing on changes that have occurred in the education of the handicapped, this article (1) reviews recent federal legislation mandating mainstreaming, (2) discusses major concerns for industrial arts teachers who work with handicapped learners, and (3) summarizes Bloom's learning theory. (LRA)

This annotated bibliography cites 15 references on cognitive development in adolescence and its implications for secondary school teaching. Particular attention is given to Piaget's theory of the formal operational state of thought. (SJL)

This operational theory of adult learning is based on the premise that learning is a problem-solving process involving attention, differentiation, structuring, integration, abstracting, and generalization. (Journal availability: Department of Adult Education, Kansas State University, Manhattan, KS 66506.) (SK)

The El Camino School in Lompoc (California) adopted a Piaget-based educational philosophy. It took staff two years to completely understand and believe in Piaget's theory and another three years to successfully implement it. (WD)

Examines the phenomenon of adolescent delinquency from the point of view of the socialization process into delinquency. Theoretical explanations discussed are (1) the stage of adolescence as a factor in the individual's vulnerability to delinquency, (2) social labeling and an explanation of socialization into delinquency, and (3) other…

Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)

The author reviews some selected literature that reports higher academic achievement for first-borns and findings that large enough age gaps between siblings can offset first-born advantages in achievement. (Editor/SJL)

Surveys the long-standing, diversified tradition of European research on text and discourse and cites the main sources and overview works in the field. (FL)

A reply from Barbe and Milone to Dunn and Carbo concerning the latter's comments about their research on modality strengths and preferences. (MLF)

A case for theoretical development of advance organizers that aid in the learning and transmission of knowledge is presented. (MP)

Anderson, Spiro, and Anderson (EJ 189 658) assert that the author's assimilation theory of meaningful learning and retention is "hopelessly vague." Documented examination of these assertions indicates that they are unspecified, unsubstantiated, undocumented, and based on indisputable misrepresentation of published material and on logical…

Argues that microcomputers are inexpensive, reliable, and sufficiently powerful to meet important educational demands, and that with authoring/driver systems educators could make far greater use of what is known about cognitive processes, especially structural learning. (MER)

Examines research dealing with learning processes and suggests its applications to compliance gaining. Discusses the degree to which learning theories explain the acquisition of new attitudes and behaviors, and the degree to which attitudinal and behavioral changes are governed by learning theory principles. (JMF)