Three experiments use a tachistoscopic word recognition task to investigate how skilled readers covert visual input into a speech-related or phonological code during reading. (Author/NCR)

Offers a variety of practical writing ideas that can help first-grade teachers encourage writing across the curriculum. (FL)

In three major reports on higher education, some common problems emerged as recurrent themes: the absence of faculty responsibility for the curriculum as a whole, the lack of structure in baccalaureate programs, emphasis on specialization results in a tendency to downplay the humanities, thinking and problem solving skills are neglected. (MLW)

Discusses the need to consider students' pre-existing conceptual schemes when teaching chemistry. Reports on a study done in Spain which indicates that the existence of adolescents preconceptions about gases is important to consider when teaching the principles of conservation of substance, mass, and weight. (TW)

What is notably missing in the teaching of foreign language vocabulary is a systematically elaborated strategy for vocabulary acquisition that is based on the findings of linguistics and learning psychology. The practical implications of such a double anchorage in linguistics and psychology are outlined in a proposed model of a semantization…

Reviews the purposes, underlying assumptions, and curriculum development model for the United Kingdom's "Children's Learning in Science Project." Explains the general features and phases of the constructivist approach to learning that the program advocates. Identifies theoretical developments on children's ideas, the constructivist view…

This discussion of distance education needs from the point of view of the adult student focuses on learner needs. It is suggested that these needs will be met through improvement in program design procedures, increased student support through advising and guidance, and greater cooperation between existing educational agencies. (LRW)

Describes algorithms and shows how they can be applied to the design of instructional systems by relating them to a standard information processing model. Two studies are briefly described which tested serial and parallel processing in learning and offered guidelines for designers. Future research needs are also discussed. (LRW)

Discusses general issues that have shaped research on whether depictions of violence in television and other media significantly influence real-life aggressive behavior. Presents a theoretical framework for understanding media effects on the psychological processes of acquisition, maintenance, and emission of aggression. Outlines contents of this…

Suggests that the process view of science is flawed. Argues that (1) it is superficial and misleading to portray the method of science in process terms; (2) many of the processes have no special association with science; and (3) there is no evidence that performance is improved. Speaks of the challenge facing science education. (RT)

Using the Native American learning styles of haptic, right brained, and holistic learning, teachers could develop appropriate classroom activities and expectations that would increase the likelihood of success for more Native American students. Individualization, peer teaching, non-threatening evaluations, incubation time, and private practice…

Presents an adaptation of "Euler's Circles" as a metacognitive tool for learning. Provides background about diagraming and learning theory. Details concept circle diagrams and considers their relationship to Ausubelian learning theory. Gives examples of the use of concept circles and rules for concept circle construction. (CW)

Reviews current findings of empirical research on older adult learning, notes key differences in how older adults and young people learn, and suggests strategies that could be used to enhance the effectiveness and efficiency of instruction designed for the elderly. (33 references) (Author/LRW)

Examines various types of problems that researchers have used to demonstrate problem solving. Focuses on genetics problems. Discusses classes of learning outcomes, conceptual knowledge gains, content-independent heuristics, content-specific procedures, understanding the nature of science and a typology of genetics problems. (CW)

Considers variables which affect the acquisition of the kinetic theory of heat by children who hold alternative viewpoints. Suggests that the articulation of different viewpoints in no way hinders the acquisition of the desired conceptual framework. Emphasizes the benefit to low-reasoning students in particular. (CW)