THE DOCUMENT CONTAINS TWO SPEECHES--ONE ON TEACHING ENGLISH TO INDIAN STUDENTS AND THE OTHER ON A TECHNIQUE FOR TEACHING SCIENCE. THE FIRST DISCUSSES THE PHONOLOGY OF THE ENGLISH LANGUAGE, LEARNING THEORIES, VOCABULARY DEVELOPMENT, AND INDIAN STUDENTS' LANGUAGE FLUENCY. THE SECOND DISCUSSES VOCABULARY PROBLEMS INVOLVED WITH TEACHING SCIENCE TO…

This presentation reports results of an investigation of the role of abstract thinking in human learning. Involved were 37 mentally retarded subjects, 62 normal subjects with equivalent chronological ages, and 50 normal subjects with chronological ages equivalent to the mean mental age of the mentally retarded group. Each subject was taught a six…

The purpose of this study was to determine if answer sheet design, particularly a self-scoring answer sheet, was a differential variable of test anxiety. Data for the study was gathered from the administration of pre and post anxiety tests, given in conjunction with an in class psychology exam. Students in the control group used conventional IBM…

The director of curriculum development at Maharishi International University describes background and design of the program based on the Science of Creative Intelligence (SCI) as a unifying theoretical structure and on transcendental meditation (TM) for expanding awareness and utilizing videotape technology in its core curriculum courses. (JT)

Examines in some detail Richard Semon's analysis of human memory, places this analysis in its historical context, and discusses some reasons why this work is virtually unknown today. (Author/AM)

Describes a method for teaching programed instruction in which the instructor helps students translate their views of effective teaching into a suitable programing format. Programs are then written and edited. (VT)

On the basis of two experiments on comprehension, it is argued that children go through at least three stages in acquiring the deictic contrasts between "here and there," and between "this and that." Children follow different routes through these states, since they choose different starting points in mastering deitic contrasts.…

Hypothesized that instructional methods employing concrete models and exemplars of a concept will lead to better student understanding at both the concrete and formal operational levels of cognitive development. However, concrete operational students did not profit from the instructional methods and results were not clear for early formal…

This study was designed to assess the effectiveness of one semester's instruction in science and mathematics, using an inquiry-based methodology, in facilitating cognitive growth in first year college students. Results indicated the inquiry approach did not promote cognitive growth in comparison with a more didactic or expository teaching…

Nine children were tested to determine the appropriateness of Piaget's part-whole fraction concept interpretation for both the discrete case and the continuous cases of length and area. (MP)

Socialization theory can contribute to consumer research because it focuses on (1) youth and development, (2) interaction of factors affecting consumer behavior, and (3) linkages between mental processes and overt behavior. Various approaches to socialization research and consumer research are described, including cognitive development and…

Investigates the effect of three models of teaching college astronomy on knowledge acquisition, based on the principles of kinetic structure analysis and the psychological concept of mass versus distributed practice. Results indicate that distributed integration is better than nondistributed integration in teaching certain fields in astronomy. (HM)

A case is made against the major argument which implies that the use of a calculator for arithmetic problems that can be done by hand will prevent a student from being able to do arithmetic when the calculator is absent. (MN)

Argues that most students become very similar with regard to learning ability, rate of learning, and motivation for further learning when provided with favorable learning conditions. Discusses the implications of that view for students, teachers and instruction, and school curriculum. (JG)

Three new experiments concerning the depth-of-processing view demonstrate that repetition at the phonemic depth of processing does facilitate memory, regardless of whether the repetitions are massed or distributed and regardless of whether the dependent variable is uncued recall, cued recall or recognition. (Author/RM)