Reviews Piaget's theories and the teaching of chemistry. (SL)

Examines which conservation type (identity or equivalence), if any, is attained at an earlier age. Findings support Piaget's position that identity and equivalence are concomitant developments. (CP)

This paper is addressed to the process of learning to retrieve learned verbal material. Retrieval itself may be viewed as involving a plan or strategy for recovering the appropriate material in the particular situation for recall. (Author)

This research investigated the effects of self-reported imagining ability, mnemonic images as prepared by the teacher or the student, and sex of subject on the learning of rare English words. Available from: Society for Suggestive-Accelerative Learning and Teaching, 2740 Richmond Avenue, Des Moines, Iowa 50319. (Author/CFM)

The knowledge-assembly theory is proposed to explain the acquisition, representation, and processing of knowledge. The theory assumes that both the representation and processing of knowledge change qualitatively as learning progresses. (Editor)

Reviews research establishing the pervasiveness of the teacher variable, and discusses a new hypothesis for reading teacher research--that both the teaching and the learning of reading are theoretically based. (JM)

Describes schema theory, then explores the machine metaphor implicit in schema-theoretic accounts of reading. (FL)

Finds the Piagetian ideal notion of the self-sufficiency of scientific discourse an inappropriate model for understanding the concrete, localized, temporal, contingent and occasioned nature of practical self-understanding and reflection as found in the practice of teaching. (DMM)

Discusses prevailing ideas of how children learn language and addresses the argument of rules versus analogies in learning to form the past tense of verbs. Cites cases involving connectionist models. (ML)

The possible cognitive consequences of learning to read are explored. The conditions of learning, it is argued, combine with the degree of technical mastery to affect thinking powers and conceptions of language, learning, and authority. (Author/MT)

The author argues that all teaching-learning events take place in a learning environment. The learning environment consists of five elements: (1) contextual factors, (2) characteristics of the learners, (3) teaching/learning theories, (4) characteristics of the facilitator, and (5) teaching methods. (Author/CH)

Analyzes ancient and modern concepts of learning from a historical perspective regarding their relationship to experience and education. Concludes that the clarification of the relationship between continuity and discontinuity is of great importance, especially for a modern concept of learning, experience, and education. (Author/BSR)

Proposes a dialogic method of training tutors, based on a learning theory which views the "class" as a conversation, where teacher and learner are indistinguishable. Asserts that where dialogue is lacking, information may be transferred, but little is learned. (MM)

Briefly reviews theories of brain hemisphere functions and draws implications for social studies instruction. Maintains that the metaphor aids the development of understanding because it connects right and left brain functions. Provides a learning activity based on the metaphor of the U.S. government functioning as a machine. (BSR)

Synthesizes the conclusions drawn from a literature review on principles for motivating students to learn. Outlines numerous pointers for creating essential learning preconditions and for motivating, including maintaining high expectations, supplying extrinsic incentives, and capitalizing on students' intrinsic motivation. Provides strategies for…