A proposed student model consisting of a set of programs to represent the student's knowledge state. Teaching proceeds after a comparative evaluation of student and teacher programs, and learning is represented by direct modification of the student model. The advantages of an explicit procedural model are illustrated by considering a program which…

Investigated were the effects of five verbalizing methods (subject speaks, reads, writes, listens, or does not verbalize) on short-term retention of the ability to use discovered generalizations. No significant differences were found among the effects of the verbalizing methods for a retention test. (JP)

Discusses the keyword method, which divided vocabulary learning into two stages: (1) the subject associates the spoken foreign word with the keyword, and association that is formed quickly because of the acoustic similarity between the words, and, (2) the subject forms a mental image of the keyword "interacting" with the English translation.…

Experiments by Russian educators on teaching algebra in elementary grades are summarized by the author. The algebra taught consisted of generalized solutions to concrete problems that are usually presented with fixed numerical values. (JP)

Recent changes in the elementary mathematics classroom in Britain result from an enlarged syllabus, individualization, and increased use of audiovisual and manipulative materials. Other factors causing change include the teacher shortage, attention to learning theories, and the mobility of families. (SD)

This article is a continuation of SE 514 442. The use of learning hierarchies in analyzing and planning changes in the teaching of mathematics is discussed. (SD)

Paper presented at the International Seminar on Experimental Research in Music Education (University of Reading, Reading, England, July 9-16, 1968).

Previous studies have found that an object can be categorized faster at a basic level (hammer) than at either a subordinate (club hammer) or a superordinate level (tool). While some attribute this result to basic categories having more distinctive attributes, other factors might cause this result. For example, basic categories routinely have…

The way that children construct the representation they use to solve transitive inference problems was examined. Forty-eight children 4.5 to 5 years old and 48 children 6 to 7 years old were asked to learn either a three-item series or a four-item nonseries. They were asked to learn the relationships between different colors of faces that were all…

Intended to help instructors of introductory psychology courses, this publication contains lectures given at the 1980 meeting of the American Psychological Association in Montreal, Canada. There are five papers. The first paper examines the literature on learning and memory in terms of a model focusing on biological and cognitive constraints on…