A look at the theories of reading and corresponding attributes of a learning disability suggests that there is not actually a difference between a learning disability and a reading disability. (Author)

Discusses the differences among researchers in learning style definitions, instruments used to identify learning style, and the applications of their research. (Author/MLF)

Summarizes research findings on relationships among modality strengths, learning, and personal characteristics. (Author/MLF)

Discusses theoretical developments in the nature of language and language acouistion as well as possible applications of those theoretical principles to teaching. (Author/RH)

The idea was explored that different subjects may use qualitatively different encoding strategies with the same information presented within the same experimental situation. The premise was also studied that different strategies may be evoked by subtle differences in advance instructions or in the context of the task. (Author/MH)

The purpose of this paper is to open lines of thinking about discovery learning not tried before. This effort is a strident attempt to establish new insights and outlooks that will improve the language, theory, and practices connected with this teaching method. (Author/MK)

The free play behavior of young children allows the opportunity to actively explore, investigate, and manipulate features of the adult world, and to assimilate the characteristics of novel aspects of the environment. (Author)

Pedagogy assumes that the education of children and adults is essentially the same. Andragogy takes the view that adults and children learn in different ways. In lieu of these polarized concepts, educators need to approach human learning as a matter of degree, not kind, recognizing the similarities as well as the differences between learning…

Relates the theory of interlanguage in second language learning to a theory of interlanguage in translation. (AM)

One of the most disturbing features of contemporary learning psychology is that it has virtually nothing to say about wholistic models of complex human behavior. Discusses the need to develop an adequate model of complex human behavior. (Author/RK)

Argues that, although it can be said that constructivist epistemologies have been around for a long time, perhaps the international mathematics education research community has been directly confronted with the claims of radical constructivism for a decade. Highlights debates among different schools of constructivism in mathematics education and…

Dominant models of experiential learning contain uncritical assumptions about experience. Locating experience in postmodern social practices emphasizes how it is shaped by culture. In critical practices, experience is not something from which knowledge can be derived but is itself knowledge. (SK)

Combined fading with the introduction of prompts designed to encourage learners to identify the underlying principle illustrated in each worked-out solution step. Across 2 experiments, this combination produced medium to large effects on near and far transfer without requiring additional time on task. Thus, the instructional procedure is highly…

Analyzes one student's thinking using the Van Hiele levels of geometric thinking. (KHR)

Explores some of the possible contributions of complexity science to discussions of the teaching of mathematics. Focuses on the use of the vocabulary of complexity in the re-description of mathematical communities and the application of principles of complexity to the teaching of mathematics. Highlights compatible and complementary discussions…