Examines aspects of the learning theories of Piaget, Bruner, Gagne, and Ausubel as they relate to laboratory experiences for upper elementary and secondary school science students. (JR)

A presentation of learning experiences involving materials is recommended which reflects the sequence of the developmental stages. This sequence is concrete, concrete-abstract, pictorial-abstract, and abstract. Instructional examples at each level are presented. (JP)

Questions the purpose of having students "write" in class as a standard practice at the conclusion of a unit of instruction. (RL)

The present article attempts to discover if learners can use three higher order transitions between subunits- to extend structures made of right-branching trees, to elaborate a tree by adding substructures, alternating responses from the two subsystems. (Author)

Homework assignment procedures most often used in mathematics classes are analyzed, research results in this area are cited, and corrective measures are proposed. (DT)

Disparages the mentalist view of language (generative and transformational grammar theories) and those people who represent it. (DS)

Special issue on nonverbal communication combines opinions on theory, research and methodology. (DS)

The application to retarded persons of sound theory relating language development and the need to know, scientifically known as epistemic behavior, can aid the retarded individual's intellectual functioning. (Author/DB)

Describes two experiments on conservation of weight and volume based on Piaget's experiments. These experiments showed that some college students were unable to operate at the formal operations level. (PS)

Pleas for nongradedness on grounds that 16 separate research studies favor nongraded or open classrooms because students do better on standardized tests, creates more favorable mental health conditions, and it is particularly beneficial for blacks, boys, and underachievers. (DS)

Experiment was concerned with the validity of the assumptions involved in the proposal of some minor modifications in the frequency theory of verbal-discrimination learning. (Author/CB)

Research was designed to extend the encoding variability hypothesis to highly integrated verbal units and to explore the relationship between stimulus and response meaningfulness in an A-C transfer paradigm. (Authors)