Connectionistic notions of hemispheric specialization and use are incompatible with the network organization of the human brain. Although brain organization has correspondence with phenomena at more complex levels of analysis, the correspondence is not categorical in nature, as has been claimed by the left-brain/right-brain theorists. (Author/GC)

Social learning theory provides a complex scientific foundation for health education and can be used to improve health education research and practice. This foundation includes proven cognitive and behavioral constructs and techniques for promoting health behavior changes. (JN)

Explores the notion of "gerogogy"--teaching aimed at the elderly. The author indicates directions that gerogogical research may take and speculates that a theoretical framework for gerogogy may begin to emerge from our current knowledge about the human development, learning, and teaching of the elderly. (CT)

Reviews literature on student learning that emphasizes the social factors that affect learning. The influence of student social status and the effects of cooperative learning efforts and individual and group reward structures are discussed. (AM)

A theory of practice in high-proficiency skills such as speech production is proposed, involving activation of a hierarchy of nodes in serial order within an output system of behavior. Increased flexibility with practice, response mechanism transfer in skills, motor equivalence, automaticity, and speed-accuracy trade-off are discussed. (Author/CM)

The most serious blocks to creative thinking are viewed as psychological in nature. These obstacles are the hardest to recognize and overcoming them requires changing basic personality traits that have been years in the making. Tips on how individuals can gather self-knowledge and express individuality and creativity are given. (MP)

Demonstrates methods of enhancing communication between computers and computer users in educational programs. Applies educational learning concepts to the design of software to improve user/machine interaction, especially for microcomputers. (Author/RW)

Proposes that Gagne's nine events of instruction be incorporated into the systematic design of computer assisted instruction (CAI) for microcomputers and describes the nine events in relation to five different kinds of learning outcomes which occur frequently in CAI. Seven references are cited. (MER)

This study investigated the relationship between several Piagetian abilities and an information processing capacity, and first-grade children's performance on verbal addition and subtraction problems. Results pointed to a sometimes small but consistent relationship between possession of a cognitive ability and solving an arithmetic problem. (MP)

Calculators are seen to shift the student focus in problem-solving situations from "how to do it" to "what to do," by keeping computation from standing in the way when pupils write or solve problems. (MP)

Presented is an edited transcript of an interview with Dr. Caleb Gattegno exploring the teaching approaches used in a film of the same name. (MP)

Examples from arithmetic, algebra, and calculus show that analogy and metaphor are as central to the expression of mathematical meaning as they are to expression of meaning in natural language. (MP)

Five approaches for teaching multiplication of negative numbers are reviewed. A study comparing the effectiveness of rote, induction, deduction, and modeling approaches found no significant differences. (MP)

A process-oriented approach that can be highly successful in introducing students to computer systems concepts and terminology in an integrated manner is presented. (MP)

Discusses problems in both the "unfolding from within" and "enforcement from without" theories of children's cognitive development. Suggests that "mediation from above," which assumes that children are not independent beings, at least in the beginning, offers additional insight into children's interactions with adults. (WD)