The use of mathematical modelling as a systematic framework for solving word problems is presented. Applications for typical elementary algebra and calculus problems are featured. (MP)

Krutetskii's claim that good problem solvers differ from poor ones both with respect to solution performance and nature of their recall of problem information is supported by this study. The use of recalled information in the solution of related problems is also examined. (MP)

Explores professional educators' responses to the research contributions of cognitive psychologists, psycholinguists, and educational psychologists in the area of reading comprehension. Some of the contributions discussed are schema theory, readability, anaphoric devices, and questioning. (HTH)

The current status of creating artificial intelligence (AI) in computers is viewed in terms of what has been accomplished, what the current limitations are, and how vague the concept of intelligent behavior is in today's world. Progress is expected to accelerate once sufficient fundamental knowledge is available. (MP)

This article describes how to identify implicit theories of teaching and learning through a workshop which creates an open, reciprocal climate that enhances self-knowledge and knowledge of others and facilitates communication. (CJ)

Reviews several principles of learning theory and the characteristics of a good learning situation. The evaluation checklist included provides a list of characteristics that could be expected in any learning program which uses a particular medium such as the computer. (MER)

A study of 46 sixth graders designed to compare the problem-solving performance of pupils using calculators with that of students not using calculators is reported. The argument that calculator availability facilitates problem solving is supported. (MP)

After a brief reminder of the essentials of the Structure-of-Intellect model, this paper points out what this model can tell us about the nature of learning, the imbalances in education and intelligence testing, about procedures for fostering intellectual growth, and about other incidental educational problems. (Author)

Models of conceptual and language development by Orwell, Piaget, Whorf and Sapir, Vygotsky, and Bruner are reviewed. Their implications for teaching and some individual problem-solving experiments are discussed. (CP)

Atkinson and Birch's dynamic theory of action is discussed with regard to achievement motivation theory. Implications are derived that are in contrast to expectations derived from traditional episodic theories. Implications of dynamic theory for the theory of fear of failure are discussed. Recent results support the dynamic theory. (Author/RD)

This paper argues that the emotions have a central place in moral education. Two types of emotions involved in moral judgment are defined: constitutive and regulative. Fear and guilt are used as paradigms to explain how emotions are learned. A model for education in conscientiousness, compassion, and benevolence is outlined. (Author/SJL)

Presents a brief model of how teacher education theory and classroom practice can be integrated into early childhood education. Major theoretical perspectives on child learning are discussed; then, the strategies and teacher behaviors that are consistent with these perspectives are considered. Colleges of education curricula are also discussed.…

In response to earlier studies by Thompson and Chapman (1977) and Clark and Clark (1977), 16 middle-class and upper-class White children between 1.2 and 2.2 were tested for overextension in production and comprehension. (AM)

Dr. Patterson is interviewed regarding his theories of social learning and research on the effective treatment of aggressive children and their families. (JMF)

The way in which knowledge of a given topic influences the acquisition of topic-related information was studied with the knowledge domain of baseball. A knowledge structure was postulated that included the goal structure as well as the states and actions of the game. (SW)