This article presents the theoretical and practical implications of a psycholinguistic model which exploits students' knowledge about language and which incorporates attitudinal variables into a strategy for teaching foreign language grammar. (DB)

This research examines the question of variability in scholastic achievement and focuses in particular on the language factors argument concerning the relationship between reading competency and the multiple subject-matter outcomes of schooling. (Author/RK)

Examines key descriptors of competency-based education in light of critiques from the fields of curriculum theory, adult basic education, and second-language acquisition theory. Included is a discussion of: behavioral orientation; student-centered instruction; demonstrated mastery; and modularized instruction. (Author/CB)

Addresses the importance of recognizing the prior knowledge and misconceptions of science educators. Provides perspectives on the nature of knowledge, conceptions of learning, nature of science and of teaching, and the relationship between general principles of learning and teaching. (ML)

A training experiment with 30 mentally handicapped children tested two models of mental-arithmetic development. Children's initial responses to a mental-addition task appeared to be the product of a mechanical prescription. Errors appeared to be more errors of method than of recall. (MNS)

Lectures and workbooks cannot instill curiosity and continuous interest or the disposition to respond to experiences in certain ways. This article examines sabateurs of the learning disposition (such as reinforcing learned stupidity and using rewards that suppress interest) and suggests curriculum strategies to engage young minds, such as using…

Hypotheses about the potential educational benefits of interactive video systems (IVS) are described. IVS, if properly designed and applied, has the potential to increase learning, encourage student-initiated learning, and provide a context for what has been learned. A call for research is made. (JL)

The article reviews statistical and psychometric issues associated with the severe discrepancy definition of learning disabilities used in Public Law 94-142. It is proposed that these issues should not drive the psychological theory of learning disabilities and should be replaced by constructs firmly grounded in psychological theories of learning.…

Studied a limited number of students exposed to teaching materials and strategies (developed from a cognitive perspective on learning), such that their impact would be monitored to determine how the learners constructed new knowledge frameworks as teaching proceeded. Includes background information, comparisons of teacher's intentions and…

Focuses on relatively recent research findings on the learning of mathematics. Reviews Piagetian theory and notes current trends associated with research on the learning of mathematics. Indicates sources and citations of research efforts in mathematics teaching, instruction, and learning. (ML)

Reviews recent research on metacognition and presents some implications for its use in the classroom. (FL)

Two studies examined the relation between current developmental levels, as estimated by IQ, and proximal levels of development, as estimated by the efficiency of learning and transfer in assisted contexts. Subjects were 8- to ll-year-old children. Theoretical and clinical implications are discussed. (HOD)

Extends and replicates the 1948 Soviet study by Istomina that examined the age at which children use deliberate strategies to aid recall and the effect that task context has on remembering. Subjects were 3- to 7-year-old children. Istomina's results were not replicated in this study. (HOD)

A mathematics learning hierarchy was developed, with examples of lateral and vertical transfer instructional treatments--achievement only, or achievement with understanding--were used with 177 eighth and ninth graders. The achievement with understanding treatment was better for lateral transfer for most students, and vertical transfer for the more…

Fourth and fifth grade students (N=171) participated in three reading tasks to assess time needed for learning, time spent in learning, and time allocated for learning. Results indicated that spending and/or allocating insufficient learning time have a direct negative effect on achievement. (BS)