To test whether cognitive interest in a topic is affected by how much the reader knows about the topic, 36 undergraduate students read a text, gave a rating for cognitive interest, and answered 2 recall measures. Associations among knowledge, cognitive interest, and text recall are discussed for their implications for learning. (SLD)

Examines fifth grade students' metacognitive response to ambiguous literacy tasks and explores the relationship between that response and academic achievement. Finds that a relationship exists between the depth and functionality dimensions: the greater the depth of metacognitive plans, the more likely they are to lead to academic success. (MG)

The use of kinship reference devices in processes of second-language acquisition are examined in a longitudinal and cross-linguistic study of adult Turkish and Moroccan immigrants learning Dutch. Evidence is offered for both general and source-language-specific principles of language acquisition. (JL)

Research on students' experiences in higher education has evolved from focusing on deep and surface approaches to learning to study of educational choices and individual preferences or behavior patterns in tackling a learning task. Recently, interest has turned to what factors in the learning environment influence the approaches students adopt.…

Addresses three major issues related to conscious and unconscious learning: incidental and intentional learning, attention and noticing, and implicit and explicit learning. All three point to the importance of awareness when learning a language. An annotated bibliography is included. (80 references) (LET)

Examines issues related to situated cognition and learning, both in the classroom and in the world. Topics discussed include educational theories; the situated nature of knowledge; the perception of experts; and the role of technology in situated learning, including virtual reality, hypertext, and telecommunications. (26 references) (LRW)

Discussion of situated learning focuses on classroom instruction. Topics addressed include individual uniqueness; a knowledge community, including the process of knowledge acquisition; situated instruction, including the role of the teacher; authentic activity, including teacher-student interaction; and implications for educational technology. (26…

Highlights some of the promising avenues to pursue as teachers strive to create alternative literacy assessments. Argues that portfolios of literacy development offer exciting opportunities for teachers to create assessments that engage students in authentic activities and provide genuine guidance for instruction. (MG)

Discusses the use of computer simulations in an instructional context and emphasizes the need for learner support. The SIMULATE project (Simulation Authoring Tools Environment) is described, the concept of intelligent simulation learning environments (ISLEs) is explained, and a conceptual framework for articles included in this issue is presented.…

Reviews recent research related to metacognition and mathematical problem-solving performance. Offers suggestions for classroom activities to teach the skills of metacognition (i.e., plan, monitor, and evaluate thinking) in the context of mathematics. Offers instructor observations and students' self-evaluations about the types of metacognitive…

Attempts to find new ways of seeing the writing and reading and talking of students who are "underprepared." Argues that, if educators are going to develop new ways of understanding students' literacy performances, they have to critically examine their assumptions about students' abilities. (MG)

Discussion of subliminal stimuli focuses on a study of undergraduates that was conducted to determine the feasibility of presenting subliminal information in a passive manner to reinforce the learning process involved in computer-based text editing. The Texas Instruments microcomputers used in the study are described, and further research is…

Describes a 10-stage process approach to teaching technical students "definition." Includes an assignment that encourages the use of the defining process. Discusses advantages of the approach. (PRA)

Asserts that, although computers pose no threat to reading and writing as modes of learning, knowing, and telling, they represent an attack on the Western tradition of textuality. Argues that instructors are needed whose literacy connects them with the orality of the past and bridges their present experience to the textuality of the future. (PRA)

Places the current educational reform movement in a historical context. Maintains that students today are no more ignorant of history than were previous generations. Distinguishes between memory, remembering, and meaning and suggests the application of these categories to the improvement of history instruction. Describes sample exercise. (RW)