Considers the question of how much psycholinguistics can contribute to foreign language teaching. Transformational grammar as well as behaviorist, psychobiological and development-psychological approaches are considered. These various psycholinguistic directions are sketched and examined for their applicability to foreign language teaching. (Text…

Examines the benefits of frequent testing, some recent variations of frequent testing, and attempts to extract whatever generalizations appear to emerge from the evidence provided by the review of the studies. (Author/RK)

The most important factor influencing learning is what the learner already knows, and new material must be organized and integrated with this if effective learning and recall are to result. External factors such as repetition, contiguity, and reinforcement play a significant role for some types of learning. (Author/LBH)

This paper argues for a reconceptualization of student teacher supervision that unifies psychological theory and practical teaching. Courses of teacher and supervisor training that integrate principles from psychology of human learning are described. (Author/MT)

A review of contemporary research in second-language pedagogy highlights the arguments underlying three distinct rationales for multiple language acquisition: vocational opportunities, second languages in liberal education, and learning theory. (MSE)

Proposes a criterion for selecting a sequence of objectives from a learning hierarchy and describes a sequence generating algorithm which is designed to generate a minimal memory load sequence from a learning tree. Its effectiveness in generating low memory load sequences from hierarchies that are not trees is also discussed. (RP)

Examines materials in the ERIC database on the Suggestopedia method of instruction which bypasses the mind's barriers to learning and increases learning and retention. (HTH)

This examination of the emerging theoretical base of library instruction in schools combines learning theory with research on information-seeking behavior and a broader view of library and information skills. Thirty-five references are listed. (MES)

Observational learning is theoretically conceptualized as a skill that can be developed along a learning hierarchy from acquisition and fluency development to generalization of imitative behavior. This review characterizes these levels of observational learning and details differential teaching strategies that have been attempted at each level…

Suggests use of instructional theory to generate criteria for evaluating microcomputer courseware and describes one approach to its use. This approach identifies skills that the three courseware types--drill and practice, tutorial, and simulation--can teach, and then selects the instructional theory that most specifically addresses the identified…

Features and tools to outline and shape the long-term learning process for ratio are presented, with examples. Ratio-anticipating activity and creating visual models and schemes are stressed, with the basis for a theory of teaching and learning ratio presented. (MNS)

This critique of E.D. Hirsch's book, "Cultural Literacy: What Every American Needs to Know," argues that because Hirsch confuses memorized facts with learned facts, he ignores the importance of constructing meaning and fails to realize that students will not remember what they do not understand. (TE)

This article is E.D. Hirsh's response to a foregoing critique of his book "Cultural Literacy: What Every American Needs to Know." He argues that the distorted image depicted by Estes, Gutman, and Harrison obscures the promise of the cultural literacy initiative to improve learning in our schools. (TE)

Using academic conflicts for instructional purposes is one of the most dynamic, involving, and least used teaching strategies. Teachers fear divisiveness and also lack fitting instructional models for structuring controversial discussions. This article discusses the controversy process and how teachers can organize and use it to enhance cognitive…

States that programs which link the teaching of thinking with content have the greatest instructional value. Presents a concept formation lesson, based on the works of Taba (1967) and Ehrenberg (1978), which requires students to learn a concept by studying several examples and noting their similarities and differences. Includes a sample…