Summarizes observations of differences in cognitive processes in college physics students. Provides examples of trains of thought and misconceptions exhibited by students and suggests procedures to help resolve the difficulties. (CS)

Findings support the use of learning modules and learner strategies in the learning and remembering of complex gross motor skills. Strategy usage may have a positive effect on motor skill acquisition but not necessarily on retention. (CJ)

A comparison was made between older youth and a sample of retired elderly relative to response confidence in a multiple-choice task situation. Analysis indicated that both age groups utilized feedback effectively over the two retention conditions and that both groups expressed similar levels of confidence for the specific task. (Author)

This essay examines some shortcomings of traditional methods of studying and helping children and concludes that teachers need to recognize that the child is able to inform and enlighten the teacher. (JMF)

Horizontal vs vertical associative memory is defined. Vertical associative memory involves chunking--specifying new nodes representing combinations of old nodes. Chunking is the basis of semantic memory and cognitive learning. The hippocampal (limbic) arousal system is critical to the chunking process; its disruption produces the amnesic syndrome.…

Four experiments examined priming between newly learned paired associates through two procedures, lexical decision and item recognition. Results argue against a functional separation of the semantic and episodic memory systems. (Author/AM)

The process by which 55 preschool children acquire the meanings of dimensional and expressive terms was investigated in relation to Eve Clark's semantic feature hypothesis. (Author/MP)

Objectives are defined in a manner that eliminates many of their attributes that have been criticized as being harmful or unappealing. Examples of objectives appropriate for secondary school mathematics are given and the relationship between classroom processes and objectives is discussed. (MK)

The research literature indicates that recording notes is less crucial than students' review of notes for performance on a variety of learning tasks. Future research on notetaking should include factors such as length of presentation, interest in material, format of information delivery, and student use of notes. (Author/RD)

A learning cycle approach to undergraduate instruction implemented in a variety of subjects at Metropolitan State College in Denver is described. An experimental group demonstrated significant gains in critical thinking and cognitive skill development as well as improved retention using a framework based on Piaget's stages of cognitive…

Effective teaching methods are often used by children tutoring peers and observation of peer tutoring can be fruitful for the teacher. (JD)

A 12-item stimulus list composed of three conceptual categories, each with two low- and two high- associated word pairs, was presented for free Ss recall to 20 educable mentally retarded (EMR) preadolescents, 20 EMR adolescents, and 20 nonretarded fourth-grade children who showed associative clustering in accordance with preexperimental interitem…

It is frequently claimed that learning "how to learn" is more important than what is learned. On the other hand, many are more concerned with the mastery of content. The tendency to regard knowledge and skills as two different things is examined and it is argued that they are related phenomena, not separate entities. (Author/JMD)

The ability of 47 EMR (educable mentally retarded) and 51 nonretarded children (ages 8 to 15) to maintain and generalize a sorting and retrieval strategy designed to facilitate recall and clustering was examined. Neither the far generalization data nor the near generalization data revealed any significant results. (Author)

Describes how an elementary teacher can incorporate science into the classroom even if he/she feels unsure in the realm of science. Emphasis is on using processes of science. (SA)