Presents three different curricular approaches to early childhood education and stresses the importance of consistency among philosophy, theoretical underpinnings, and practice in deliberations surrounding training programs for early childhood workers. (Author/MLF)

Traces the historical development of interest in and theories about the process of adult learning, proposing "andragogy" as a unifying theory for the diverse institutions, clientele and activities of adult education. Discusses theories of Eduard Lindeman, American and European philosophies, and contributions from the Journal of Adult…

In the generative model of learning with understanding, reading comprehension occurs when readers actively construct meaning for text. On two experiments with 488 sixth graders, learning time was held constant across all treatments. The combination of inserted paragraph headings and instructions to generate sentences about paragraphs approximately…

This article examines the relationship between learning and divergent production, and describes implications for the development of academic abilities. (Author/AM)

Cites reasons for the formation and continuance of the Intellectual Development Project ( IDP). The impact of IDP research is described. (CP)

Suggests that Piaget's theoretical perspective on children's developmental stages may provide insight into ways to help children who are not succeeding in formal reading instruction. (TJ)

Suggests that it is time for biology curriculum planners and teachers to apply theories that explain how students acquire and retain knowledge, especially human information processing theory and the cognitive theories of Piaget. (BB)

This paper analyses three well-known paradoxes to show how mathematical statements can cause mental disharmony. The outcome forms a basis for a psychological theory of confusion in mathematics learning which has important implications for classroom practice and curriculum innovation. (Author/MN)

Investigates Inhelder and Piaget's claim that ages six to nine or ten represent a stage in children's learning of the concepts of all and some. (HM)

In this interview, James Block explains the model of mastery learning, developed by himself and B. Bloom, according to which individual differences in academic ability are lessened by appropriate teaching methods. (GW)

Examines current conceptualizations of the mechanisms used to explain cognitive and social development and possible common mechanisms linking the two areas. Considers these mechanisms for both a mechanisric and the two areas. Considers these mechanisms from both a mechanistic and an organismic perspective. Presents a developmental model which…

Examines the nature of moral education, sometimes referred to as character education, and spells out the moral issues and practical difficulties inherent in the relationship between moral theory and moral education. (Author/RK)

Suggests a number of principles for planning "concomitant instruction," teaching outside the schools by means of television, highway historical markers, cereal-box copy, and other devices that instruct incidentally while performing their chief, noneducational function. (Author)

Thirty subjects were presented with a visual form discrimination task requiring them to match Roman letters when a variety of transformations were held constant. They were given massed practice across four blocks of eight stimuli. Results of a repeated measures analysis of variance showed support for the distinctive features hypothesis. (JC)

Deciphering the learning mechanism which exists in man remains to be solved. This article examines the learning process with respect to association and cybernetics. It is recommended that research should focus on the transdisciplinary processes of learning which could become the next key concept in the science of man. (Author/MA)