Argues that, despite nearly three decades of research into cognitive processes that has yielded a great deal of information about how humans learn, little of this research has found its way into classroom application. Suggests ways that a holistic approach to education can improve student cognitive performance. (FL)

The approach of Center for Research into Higher Education study skill group sees study skills as answers to characteristic demands of study tasks and study skills training as helping students provide more adequate answers. Directions for both research and practical activities of the group are discussed. (MSE)

Jensen's ideas about two levels of intellectual abilities are criticized as being oversimplified. More than two levels of intellectual abilities and relationships between variables reflecting more than racial and socioeconomic status (SES) differences are suggested, arguing that Jensen's statements about race and SES differences are not properly…

Discusses three steps in learning-strategy analysis--determining the potential errors, categorizing them as being verbal or motor, and identifying appropriate training objectives, learning strategies, and teaching objectives. Then follow descriptions of concept and principle learning, motor performance, and motor chain learning. The task analyzed…

Mathematics teachers are seen working in a context affected by three major revolutions. The first, mass secondary education, has been dealt with. The second, technological revolution, is taking place. The third, humanizing mathematics, is viewed as heaving into sight, and seen as possibly a greater upheaval than the others. (Author/MP)

Discusses learning theories as they apply to a description of courses offered for teachers to improve their writing and consequently their writing instruction. Covers some of the important personal and professional outcomes of the writing courses, and resulting changes in teaching practices. (HTH)

Errors in reading and speaking are not the result of failure to comprehend or communicate. Rather, such errors are "miscues," which show the effects of psycholinguistic processes that have taken unexpected turns. The nature of these miscues reveals the underlying cognitive schema that guide a person's comprehension and verbalization. (Author/SJL)

The relative efficacy of two approaches to teaching basic multiplication facts to third graders is examined. Support was indicated for the thinking strategies approach. Results also indicated it was possible to train teachers in two days of inservice education. (MP)

Studies comparing the external characteristics of instructional methods have obscured the most important variable which accounts for learning from instruction: macroprocesses, or the frequency and intensity with which students cognitively process instructional input. Further research on macroprocesses may be a meeting point between the psychology…

Logical reasoning ability and information processing capacity are investigated in terms of the effects of these cognitive capacities on children's ability to learn concepts of linear measurement. (MP)

The relative efficacy of two strategies for teaching skills was investigated. The results suggest that the sequence of skill and understanding makes little difference in influencing mathematics achievement of above average middle school students. (MP)

Mathematics is a hierarchial build-up of concepts and the process of this systematic building up of concepts is of prime importance in the study of mathematics. Although discovery approaches are currently used, there are limitations. Ausubel's "meaningful learning" approach is suggested as an alternative to discovery learning in…

Discussed are Seymour Papert's ideas about computers and their role in the educational process. He believes that present-day computers program, rather than teach, the child and has developed a simple and fun computer language called LOGO which lures children into learning by exploration and discovery. (KC)

Describes the underlying human development theory that supports developmental-learning as opposed to remedial-learning assistance. Outlines a model of learning assistance based on these principles. (Author)

Six theoretical positions on human learning are identified as relevant to the development of self-direction: modeling; reinforcement; curiosity motivation; competency motivation; attribution theory and personal causation; and humanism. Four approaches to educational practice associated with self-direction are identified: experimental learning;…