The hypothesis that older adults do not perform well on laboratory learning tasks because they are reluctant to demonstrate what they have learned by responding when uncertain received only partial support. (Author)

Reviews J. Rohrer's work on the role of memory in language learning. Evaluates the practice-oriented treatment, which is in opposition to current concepts when practical considerations require it. (IFS/WGA)

Examines the strategies young children rely on prior to learning how to assign the terms top, bottom, front, and back, and the stages they go through as they master these terms. (Author/MP)

Analyzes philosophical concepts of learning and examines the logical relationship between the concepts of learning and the concepts of teaching. Concludes that criteria for the application of the concept of teaching derive from the application of learning concepts. (KC)

The author reviews some of the recent research on learning to read, and discusses two theories prevalent during the 1970s of the process of perception during mature reading--the Hypothesis Position and the Direct Perception Position. (KC)

Describes a method of teaching adult educators about learning through an analysis of their own learning processes. After general discussion about learning principles and differences between adults and children, a diagnostic exercise is used to develop a profile of individual learning styles. (SK)

Discusses the nature of individual differences in working memory and presents the span test that was used to assess working memory capability. Next it discusses how working memory capacity might influence two specific components of reading comprehension, retrieving facts and computing pronominal references. (NCR)

Rotter's social learning theory is applied to the learned helplessness paradigm, and is used to analyze (1) expectancy change processes occurring during helplessness training and (2) the generalization of those changes to other situations. Literature on individual and situational differences is also reviewed. (Author/SS)

Learning is analyzed into two components, monitoring and strategy learning, using a technique that avoids the confounding of the Durling and Schick method. A strategy analysis showed that most subjects employed the same strategy across problems. Strategy shifters displayed a small tendency toward more efficient strategies. (Author/GK)

A comparison of 11 reading disabled and 11 normal children's (mean age 9 years) responses to a conditional discrimination learning set (LS) task was undertaken. The results indicated that normal children are more adept at solving the LS task than the reading disabled children. (Author/CL)

A modified discrimination reversal task was employed to assess the quality of learning of severely retarded adolescents. In comparison to earlier findings with nonhuman primates, results were interpreted as indicative of mediational learning processes. (Author)

Reviews major learning theories that can be followed by business communication instructors, including those by David Ausubel, Albert Bandura, Kurt Lewin, Edward Thorndike, B.F. Skinner, and Robert Gagne. (LRA)

Research shows that from the beginning students should be taught through their perceptual strengths; students can identify their preferences accurately; and younger children learn better through visual experiences than auditory experiences, and best through tactile-kinesthetic experiences. (Author)

Examines the structural and historical reasons underlying the spelling of certain "demon" words and suggests that the study of these underlying reasons may be one way to improve student spelling competency. (Author/FL)

The effect of communication among children, mothers, primary caretakers, and other family members on what children learn about language and communication is discussed. (JD)