Brain-injured (N=24), cultural-familially retarded (N=24), and nonretarded (N=28) adolescents and young adults were compared on a letter priming task requiring recognition of matched pairs. Response time in both retarded groups was considerably slower than in the nonretarded group, and effortful processing was also slower to develop. (JW)

An approach to teaching grammar concepts treats conceptualization as a process of sensitization, consisting of three stages: motivating the student to learn the concept, presenting the operating concept and the grammatical category in question, and consolidating and enriching the concept in the student's mind. (MSE)

Addresses three questions: (1) What is involved in understanding a word or concept? (2) How do we presently measure word knowledge? (3) What are some alternative formats which teachers could utilize with their students? Suggests techniques such as paired word questions, categorizing, analogies, and sentence writing as ways to evaluate vocabulary…

Draws a parallel between the resistance experienced by a patient in psychoanalysis and the resistance expressed by students in composition or literature courses. (JC)

Focuses on description of instructional-learning conditions for a LOGO environment hypothesized to be conducive to development of problem-solving skills for both given and new situations based on existing educational research. A LOGO activity for constructing squares and triangles is outlined to illustrate application of the instructional…

A case is made for the importance of studying literature as part of the second language instructional program. Literary criticism introduces linguistics, anthropology, metaphysics, psychoanalysis, and other areas and theories and ties them into into the study of language and literature. (CB)

Reviews second-language learning literature concerning factors which may affect adult students. Focuses on cognitive mechanisms, cerebral dominance theories, formal operations, motivation, and second-language teaching and learning. Offers suggestions for community college teaching and programs. (DMM)

In the study of mathematics instruction the focus has changed from the outcomes of learning to the cognitive processes involved in mathematics learning. This new emphasis presents a serious challenge for curriculum design, but it may also lead to more success for students in learning mathematics. (Author/VM)

Presents study findings which supported the use of answer-until-correct tests. Discusses results based on responses of secondary students from England (N=387) that revealed that the answer-until-correct test of mechanical reasoning had similar findings to the spatial reasoning test. (ML)

Reviews recent studies that examined blood-lead levels and childhood learning problems. Study findings involving Edinburgh school children suggest that body burdens of lead can diminish the cognitive ability and learning skills of children and that asymptomatic levels of lead can be neurotoxic. (ML)

Describes experiments and studies which investigated perception and image interpretation on different cognitive levels. Subjects were asked to name, describe, index, and assess image contents; write legends; create images; complete stories; illustrate stories; and produce informative materials. Results confirmed the theory of a dual stage…

Twenty-six deaf adolescents received instruction in a structured program of cognitive education called "Instrumental Enrichment." The program addresses, among other processes, comparison, classification, logical progression, spatial orientation, analysis and synthesis, and syllogistic thinking. Following training, the subjects showed…

Two important aspects of transfer in mathematics learning are the application of mathematical knowledge (MK) to problem solving and the acquisition of more advanced concepts. General assumptions and themes of current cognitive research on mathematics learning in schoolchildren are discussed, focusing on issues facilitating the transfer of MK. (TJH)

Visual literacy encompasses the ability to generate and make use of visual images to develop or clarify ideas, as a tool both for conveying information and for creative expression. The usefulness of visual thinking in study skills, problem solving, and living in an increasingly visual society is stressed. (Author/JDD)

An interdisciplinary problem-solving course at Rochester Institute of Technology's Learning Development Center, designed for students who had been placed on probation or suspended, is described. The course stresses the applications of "tools" such as analogy, using a variety of assignments in mathematics, logic, and literature.…