Reports on a longitudinal study of the acquisition of the voicing contrast in American English word-initial stop consonants as measured by voice-onset time. The rate and nature of the developmental process are discussed in relation to two competing models of phonological acquisition and two hypotheses regarding the skills being learned. (Author/AM)

Support for the contention that the empirical specification of the Piagetian concept of reversibility during training is not a requirement for conservation induction is presented in this experimental study. (Author/JKS)

Data show that giving information to members of a group is more important in determining the perception by others that the person is facilitating group performance. Asking for information and opinions is more important in actual facilitation of group learning. Social-emotional support becomes important after initial phases of group interaction.…

As with previous educational fads, each promoted as the answer to all educational ills, brain-theory principles have been used by effective teachers long before the "discovery" of "brain-compatible" teaching methods. (Author/SJL)

In the article the author refutes J. Fletcher and P. Satz's analysis of the etiology of reading disability on logical, theoretical, and empirical grounds. (Author/PHR)

In the rejoinder the authors describe the methodological and interpretive factors in the Vellutino et al, experiments which limited the degree to which the studies refuted perceptual deficit hypotheses of reading disability. Note: for more of the interchange see EC 114 687-688. (Author/PHR)

Reports on the effectiveness of a water model in illustrating the concept of voltage to secondary school students. Results suggest that the model does not enhance understanding of concepts related to voltage. (Author/SA)

Children in the response-cost condition required more trials to reach a performance criterion and exhibited longer response times than children receiving reinforcement only. Response cost appeared to produce a negative effect that interfered with problem solving ability. (Author/RL)

It is suggested that most of the things people learn are not taught; they are learned by induction. Learning and teaching theories are analyzed with a focus on the induction theory and its implications. The symbol processing carried out by computers is used as a point for comparison. (JMD)

Briefly summarizes recent advancements in information processing psychology, particularly work related to the representation of knowledge stored in long-term memory. Illustrates through example the educational possibilities yet to be derived from the study of cognition. (Author/MLF)

Reviews current foreign language teaching methodology as it concerns the organization of the lesson into phases, and presents an alternate phase-sequence entailing linguistic environment, application, remedial, monitor, and feedback phases. (AM)

This research locates creativity in products rather than processes and maintains that it is long after childhood that creativity is even possible. (Editor/RK)

Tests the theory that culturally associated words in a pair and nonassociated words in a pair differ after a single study trial in terms of their frequency representation in memory. (Editor/RK)

Eighty tenth-graders studied a two-day unit on quadratic inequalities presented in one of four programmed-booklet forms: analytic treatment with advance organizer, analytic treatment plus introductory overview, graphical treatment with advance organizer and graphical treatment with introductory overview. No differences were found between groups on…

Examines current arguments regarding the role of creativity in education. Suggests that educators often minimize the importance of the relationship of creativity to tangible creative works. Indicates that creative processes can best serve educational purposes when they are directly tied to the constraints of developing actual projects. (30…