Research on intelligent tutoring systems is discussed from the point of view of providing moment-by-moment adaptation of content and form of instruction to the changing cognitive needs of individual learners. Implications of this goal for cognitive diagnosis, subject matter analysis, teaching tactics, and teaching strategies are analyzed. (Author)

Describes an instructional experiment aimed at helping sixth-graders sustain reflective thought processes in composition independently. Instruction included modeling of thinking aloud, clue use stimulating self-questioning, and direct strategy instruction emphasizing dialectical synthesis of conflicting ideas. Results indicate gains were made at…

Describes the Higher-Order Thinking Skills (HOTS) Program developed to help Chapter 1 students learn better thinking skills that improve basic skills and social confidence. (MD)

Results of three studies provide considerable support for the importance, existence, and the normative adequacy of the cognitive process of "second guessing." Preliminary data suggest that people are quite good at detaching sources of bias and make reasonable adjustments in their judgments to correct for those biases. (PD)

Summarizes an initial foray in tackling artificial intelligence problems using a connectionist approach. The task chosen is visual recognition of Origami objects, and the questions answered are how to construct a connectionist network to represent and recognize projected Origami line drawings and the advantages such an approach would have. (30…

Reports results of studies with an unsupervised learning paradigm called competitive learning which is examined using computer simulation and formal analysis. When competitive learning is applied to parallel networks of neuron-like elements, many potentially useful learning tasks can be accomplished. (Author)

Reports on a study that queried intellectually able, but physically handicapped students and their parents about their needs, wants, and expectations from and of the English program. (Includes the questionnaire used.) (HOD)

Argues that learning to spell is a developmental process and reviews research showing that errors made by poor spellers can indicate the point at which that development has broken down. Discusses some of the linguistic strategies students must acquire to become proficient spellers and offers teaching suggestions for helping students develop a…

Social studies peer work groups (PWGs) in fifth grade classrooms were more frequent than math PWGs and involved a broader variety of student behaviors and cognitive levels. The majority of social studies groups were cooperative in both task and reward structures. For both subjects, student involvement was highest in cooperatively task-structured…

Explores a five-year-old's writing about his liking for spiders to learn about the relationship between children's investigations of the world as information (content) and their use of language to do so. Discusses implications for teachers of children's ability to deal with concepts and vocabulary associated with content materials. (HTH)

Studies how children negotiate the meaning of literature by examining how they responded when given the opportunity to retell a story directly after hearing it. (DF)

Describes research in two different domains: novices learning programing, and school pupils interpreting Cartesian graphs. Findings in each domain are discussed, but the main focus is an examination of the extent to which general principles and issues apply across both domains. Research implications for instructional design are discussed.…

Focuses on differences occurring with age and reading skill in the use of phonemic codes in short-term retention tasks where stimuli were presented visually. Subjects were groups of average readers in grades two, four, and six; superior readers in grade four; and disabled readers in grades four and six from three public schools. (Author/RH)

Two teaching formats--lecture and case presentation--were compared to determine which is more effective in continuing medical education. Physicians attending case presentation sessions were more likely to increase their cognitive knowledge, but retention was only slightly higher than in the lecture group. (Author/MLW)

Borkowski and Krause (1983) concluded that the locus of black-white intelligence differences lies in metaprocesses not elementary cognitive processes. However, some variables were difference scores with unacceptably low reliability. Magnitude comparisons of racial differences give a different picture of results; comparable differences in measures…