Difficulties arising from attempts to convert educational research into practice are reviewed, with the conclusion that confronting teachers' subjectively reasonable theories with objective nontheoretical facts will result in a set of very confusing, ineffective theories. (Author/CB)

Guidelines presented for the design of instruction using interactive technologies are based on theory and research in learning, instruction, and/or media development. Also explained is a meta-model, ROPES, which highlights retrieval of information, orienting activities, presentation, encoding in the cognitive structure, and the sequencing of…

Discusses several objections to Krashen's Input Hypothesis which states that language acquisition is the learners' understanding of a language at a stage slightly higher than their current one because of their understanding of extralinguistic cues of the language. (Author/LMO)

Presents suggestions for planning a Spanish as a second language program for preschool children. The rationale and means of implementing the program are considered, and guidelines for teaching vocabulary are discussed. A variety of classroom activities are also presented. (TR)

Discusses the findings of a recent study concerning the ability of an infant to see an object as a symbol. Reports that infants between 36 and 39 months old significantly outperformed informed infants between 30 and 32 months old on a symbolic task. (TW)

Reports on a study in which the symbolic relation between a scale model and the larger space that it represents was displayed by two groups of young children. Three-year-old children outperformed 2.5-year-olds in finding an object in a room after seeing an analogous object hidden in a model. (TW)

Describes two exploratory projects involving a fifth-grade civics class in Connecticut and an eighth-grade English class in Vermont. Using techniques such as small-group inteviews, situational pictures, learning logs, and assessment measures, researchers determined that what students learn often bears little resemblance to the "taught"…

This article presents a broad ranging philosophical and theoretical argument for improving the education of young children through a greater understanding of developmental child psychology. Notes that play is essential for individual mental development, and must be used in educational settings. Maintains that pure scientific research is simply a…

Verbalization helps children to develop self-regulated learning of cognitive skills. It can improve children's attention to task-relevant features and can enhance coding, storage, and retention of materials. As a systematic approach for improving learning, it can raise self-efficacy. (JAZ)

Argues that in the study of literature, the authority of the text is confounded by the authority of the teacher. Suggests that more effective learning takes place when the authority of both text and teacher is set aside. (FL)

According to Humean framework, relations are judged to be causal to extent that they are characterized by regularity, continuity, and covariation among college students and college-bound 11- and 14-year-olds. Presents subjects with information about one of the following indices: potential causal factor covaried with effect and potential causal…

Describes a study that supports the idea that participation in sociodramatic play builds the language competence of young children and that play is vital part of good preschool programs. (HOD)

Suggests that the application of the economists' paradigm, which is that an economic entity will behave in a positive way if he or she perceives the benefits of that behavior as outweighing the costs, can be applied to the problem of reading difficulties. (DF)

Compares the Genevan and Cattell-Horn theories of intelligence and describes both similarities and differences. Describes a study investigating the relation of the Piagetian operative level to the child's ability to use crystallized solution procedures (aids) in making elementary numerical comparisons. (HOD)

It is proposed that second language pedagogy can benefit from the perspectives on epistemology provided by Gaston Bachelard, an early twentieth-century French philosopher and psycholanalyst. (MSE)