Strategies for sentence comprehension by a group of 18 severely retarded children were compared to those of a group of nonretarded children matched on mental age. Among the results was the finding that the retarded children tended to rely more on semantic expectations than did the nonretarded children. (PHR)

Explores teachers' changing attitudes and understanding of learning processes. (HTH)

Seven key generalizations based on research findings from the study of children's language offer specific implications for classroom instruction and for instructional policy formulation and decision making. (Author/MLF)

In studies on the effect of advance objectives on readers' comprehension of prose, reliable differences were noted in the areas of the passages students focused upon depending on the presence of objectives and the level of learning they required. No differences were observed in reading comprehension. (JD)

Reber found that subjects given neutral instructions to memorize letter strings from a synthetic language learned more about the underlying grammar than those instructed to try discovering the rules for letter order. Two experiments explored the relationship between implicit and explicit processes in the acquisition of complex knowledge.…

In five experiments, novices read a computer programing text and engaged in one of these learning strategies: advance organizer, model elaboration, comparative elaboration, normal reading. Results of transfer and recall tests suggested that elaboration techniques can be applied to "real-world" materials, resulting in more integrated…

Discusses methods for encouraging advanced language students to learn on their own. Successful learning results from the high stimulation and continuous activity of conscious and unconscious observation. If the learner is enabled to observe consciously outside the classroom, he will do it unconsciously and learning will be constant. (PJM)

Literature on academic environments, especially the department, is reviewed. Differences between teaching and learning environments are examined for the social and natural sciences, and the interaction of discipline, personal styles of faculty and students, and faculty-student relationships are examined as primary variables. (MSE)

Shows how elaboration theory (ET) sequences the concepts in a taxonomy and argues that the product of an ET analysis is usually in general agreement with sequencing based on learning prerequisite relationships, and that ET sequencing of taxonomic concepts will not violate learning prerequisite relationships. (Author/MER)

Changes in information processing during child, adolescent, and adult development affect motor performance. Several of the memory processes that change with development produce increased performance, processing speed, and control processes. (CJ)

Examines current research on the role of television in children's learning. Assesses evidence that television can play a positive teaching role and suggests a model for evaluating television's impact on viewers. Concludes that current programing limits the positive effects of television on children's learning. (JMF)

Reports on a test conducted to compare students' critical and evaluative reading abilities in their native language with their abilities for the same reading skills in the target language. A statistically significant correlation was found. The test results and suggestions for its improvement are given. (PJM)

This paper presents a scheme for classifying learning tasks, a scale built from that scheme, and data obtained from utilizing the scale with secondary students in various subject areas. (Author/SJL)

Suggested teaching techniques for secondary reading include clarifying the learning task, avoiding information overload, encouraging risk taking, and understanding the nature of feedback. (MKM)

Three experiments are reported in which, following presentation of a categorized list, subjects either recalled the whole list or a part of the list. Results indicate that it is difficult to retrieve selectively parts of a studied list when instructions specify only what not to recall. (Author/AM)