The use of structural equation modeling is discussed in testing a range of theories of learning and cognition involving the concept of a hierarchy of variables of increasing complexity. To illustrate this approach, one method is applied to Bloom's taxonomy to test the theoretical assumption of hierarchical organization. (Author/MSE)

Reports on a study that examines the validity and usefulness of Rogerian rhetoric. (FL)

Distinguishes between objective and subjective meaning, illustrates the impact of subjective meaning on learning, and argues for a more balanced treatment of both. (FL)

Notes that writing teachers have responded to poststructural literary theory with a surprising calm that contrasts sharply with the bitter debate found in literary journals. Suggests that this calm is the result of a basic correspondence between poststructuralist theory and the practice of the best writing teachers. (FL)

Describes an approach to teaching classification that is based on the work of French historian of ideas Michel Foucault, whose "archaeology of knowledge" examines the workings of classifications in history. (FL)

The two experiments reported each varied whether 80 college students learned a vocabulary list using the keyword method or through their own strategies and whether items were experimenter- or subject-paced during presentation. In both experiments, keyword subjects outperformed controls, and there was no Treatment x Pacing interaction. (Author/PN)

Compares second language acquisition in formal classroom and naturalistic settings. The results suggest that different conditions of exposure to a second language do not significantly alter the accuracy order in which grammatical morphemes are produced. However, as reflected in production errors, different conditions affect learners' hypotheses…

A review of selected experiments indicates that not all examples of experimental amnesia are due to the failure of a memory to fixate. In sum, the empirical retrograde amnesia gradient does not necessarily support traditional consolidation theory. (Editor)

Authors explore some newly developed concepts about learning and discuss the influence of these concepts on current investigations of cognitive development in children. (HS)

Describes how the authors developed an understanding of the research and development process at the Proctor and Gamble Company by applying David Kolb's Learning Model for Individuals to the organizational learning process. (Available from Alfred P. Sloan School of Management, Massachusetts Institute of Technology, Cambridge, Massachusetts 02139;…

Examines a number of questions related to the role of structure in curriculum development. Available from Association for Supervision and Curriculum Development, 1701 K Street, N.W., Suite 1100, Washington, D.C. 20006, single copies, $2.00. (JG)

Two tasks were used to test predictions of the Semantic Feature Hypothesis (SFH) about children's comprehension of the meaning of spatial adjectives. Predictions about acquisition order for dimensional features were supported; predictions about polarity were not. An acquisition hypothesis is offered that is contrary to the SFH. (Author/RM)

An overview of the conceptual underpinnings, reasoning abilities and notational issues related to learning the Fundamental Theorem of Calculus (FTC) is provided. Using this theoretical framework, curricular materials were developed to promote these understandings and reasoning abilities in students. Results from a study that investigated the…

University professors teaching pre-service teachers base much of their philosophies on theories. Students often ask "Why do we have theories?" "What is the purpose of theories?" "If we like a theory, do we have to use all of the theory?" The most frequent controversial issue is how to use a particular theory in a practical way. In the quest for…

The underlying theories of learning and performance are quite complex. This paper proposes a model that links the learning organization theory as a process with job satisfaction as a performance theory outcome. The literature reviewed considered three process levels of learning within the learning organization and three outcome levels of job…