Author examined the nineteenth century educationalist's concern with excessive pressure on school children. (Editor)

The effect of cognitive style on the performance of four groups of college students (n=326) who used different strategies of study to comprehend prose was investigated. The cognitive styles of the subjects (field dependence/independence) interacted with the strategies of study and seem to affect performance on comprehension of prose at posttest.…

The mission of lifelong learning encompasses a holistic, universal, educative framework embedded in acts of self-directed, self-initiated learning. Key to these lifelong learning actions are both facilitative environments and resources for individual learning activities, as well as the development of individual structures and processes to create,…

Studies were conducted to determine how historical knowledge is organized, stored, and retrieved during problem solving. Subjects for the experiments consisted of professional historians, graduate students, college students, 12th graders, 9th graders, and 6th graders. (RM)

Three experiments examined whether the phenomena of visual search for single characters (Sternberg, 1966) generalizes to word and word-category search when target and distractor sets had varied and consistent mappings across trials. Previous results were replicated. Four principles of search are discussed within a theory of automatic/control…

A mathematical model of information acquisition is presented and empirically evaluated in comparison to evidence obtained from experimental studies of science content acquisition. Implications of the model for human information acquisition and future research are discussed in the context of the unique theoretical framework of the model. (Author/JN)

Several common errors reflecting difficulties in probabilistic reasoning are identified, relating to ambiguity, previous outcomes, sampling, unusual events, and estimating. Knowledge of these mistakes and interpretations may help mathematics teachers understand the thought processes of their students. (MNS)

The effects of rate repetition, self-generated visualization, and supplied visuals on the memorization of concrete noun-word pairs were investigated using 27 gifted children in grades four to six. The hypothesis that self-generated imagery techniques would be superior to supplied visuals was not supported. (Author/PN)

This study demonstrated a reliable method of determining the attributes of prose materials on an imagery-concreteness scale, and evaluated the effects of an advance organizer and a learning passage on learning and retention when the attributes of these passages are defined on a concrete-imagery continuum. (Author/PN)

Provides nine methods students can use to file information efficiently while reading: (1) time-space arrangements, (2) absurd pictures, (3) narratives, (4) rhymes, (5) acronyms, (6) acrostics, (7) numerical acrostics, (8) graphic illustrations, and (9) spontaneous associations. (FL)

Discusses the interactional model of learning and the andragogical model of the learner, then examines the implications of these two perspectives in detail with special emphasis on how they affect the college reading specialist's encounters with students who are concerned with independent learning strategies. (FL)

In two experiments, preschool children had better recall when the subjects and objects of sentences read aloud were also depicted pictorially. Learning was not enhanced by illustrating only the sentence subject or object. Sixteen references are listed. (Author/JJD)

Using various musical selections, researchers compared learning rates and styles of fifth-grade and senior citizen choruses. The younger and older learners were compared by their performances (tone, pitch, and note retention). Results indicated the older adults performed better. Available from College of Education, Kansas State University,…

Evaluated the possibility that three-year-olds solve small-number conservation problems by an empirical procedure whereby the sets are quantified each time presented. Children chose the more numerous of two arrays, one containing two elements and the other three elements. Results disconfirmed claims that three-year-olds can conserve small numbers.…

The effectiveness of D. Ausubel's Advance Organizer, an introduction presented before the material to be taught, was tested with 96 mildly retarded adolescents. Results of a three-way analysis of variance indicated a facilitative effect under the written presentation, especially for high-level questions and a negative effect under the oral…