Cognitive styles characterize individuals' personalities as well as their social and cognitive functioning. An assessment of cognitive style can present another dimension of individual differences in children as the basis for planning and evaluating early childhood programs. (Author/LC)

Discusses four central issues related to teaching multicultural counseling: (1) the educational process; (2) the students; (3) the larger system; and (4) the departmental context. Suggests that counselors must be prepared to contribute to the growth of all clients and to recognize and validate cultural diversity. (JAC)

Teaching about reading and writing should be flip sides of the same coin. Writing reinforces and develops skills traditionally thought of as reading skills. (PP)

Two experiments were conducted to investigate how children remember distance and location of landmarks in a large-scale environment. The effects of cueing and suggesting a step-counting strategy on four- and nine-year-old children's ability to recall events on a jogging course were explored. (Author/PP)

Presents an overview of behavioral effects of neurological disorders. Presents Gagne's model of the learning sequence (apprehension, acquisition, storage, and retrieval) to aid in the identification, design, and evaluation of instructional intervention techniques for neurologically impaired adults. (Author/SK)

Discusses the duality of mental processes, learning styles and brain research (concerning brain growth, hemispheric specialization, and sex differences) as they apply to teaching mathematics. Discusses the implications of these topics as well as individual learning styles and basics-versus-creative school curricula for curriculum development. (WAS)

The distinction in meanings of the English word "educated" and Spanish "educado" is used to illustrate a theory of semantic memory for the bilingual that proposes two lexical stores, one for each language, in close cooperation with and connected by one semantic memory. The postulated relation between the lexicons and the semantic memory is…

Five assumptions about the nature of verbal communication are discussed in relation to the communicative needs of second-language learners: that communication is meaning-based, conventional, appropriate, interactional, and structured. Implications for foreign-language teaching are examined. (Author/MSE)

The knowledge structure in a course determines what strategies students need in order to learn the subject matter and what methods a teacher may use to teach it. The conceptual structures in university courses were analyzed to provide a baseline for understanding the characteristics and organization of course content. (Author/MLW)

An investigation was undertaken to determine whether highly aroused (e.g. highly anxious) students are handicapped with regard to their ability to learn through deep processing and elaboration. The hypothesis that well-developed deep and elaborative habits of thought might counteract the disruptive effects that excessive arousal has upon students…

Fifth-grade students with high or low vocabulary knowledge were taught new words according to the mnemonic keyword method. Three instructional conditions varied by the degree of structure provided by the experimenter. All variations facilitated learning. In aptitude x treatment interaction, structure made far less difference for high-knowledge…

Presents a method and rationale for enhancing verbal learning in a typical reading-language arts lesson through personal and group generated images and associations. (FL)

Discusses the application of Jungian analytical psychology to education. The author outlines Jung's concepts which relate to the foundations of education, personality development, cognitive processes, motivation, and curriculum theory. (AM)