Discusses curriculum workshop designed to enable school psychology trainees to familiarize themselves with approaches and materials in the various subject matter areas and to explore the functioning of the psychologist as a vocal participant in curriculum innovation. (Author)

Suggests that the undergradute geology curriculum should emphasize the student-oriented approach, which involves the learning of process skills to solve problems rather than learning facts and concepts as ends in themselves. Students should engage in independent research, leading to research projects in their senior year, and college instructors…

Research supported in part by a United States Public Health Service grant. Article based on a PhD thesis submitted to the University of Pittsburgh. Reprints from: E.N. Murray, Dept of Psychology, State Univ of N.Y., Buffalo, N.Y.

Research supported by Grant HD 03045 from the National Institute of Child Health and Human Development, U.S. Public Health Service.

Article investigated art projects that stimulate rather than stifle children's creative drive. (RK)

This essay focuses on the process of learning, discussing television viewing and written language in terms of discursive (words) and nondiscursive (art forms) symbolism. Libraries' use of these symbolic forms is also discussed. (EJS)

Fourth-grade students learned a list of relatively complex English vocabulary words in two experiments. In both experiments, a keyword contextual method proved effective for enhancing children's acquisition of new vocabulary words. (Author/BW)

Highlighting research findings on retention of information and learning styles, the authors apply the principles to a workshop for adult educators on teaching strategies and techniques. (SK)

Distinguishes between the collaborative learning process and a collaborative learning group. Lists conditions basic to the development of effective collaborative learning groups through training programs: (1) knowledgeable trainer, (2) participant commitment, (3) open communication, and (4) appropriate normative controls. (JOW)

Two experiments tested possible explanations for previous research demonstrating lower span of apprehension for learning disabled students. In experiment 1, the length of visual persistence was less for LD subjects, while in experiment 2, the rate of information pick-up was slower for LD subjects. (CL)

Addresses these questions in terms of the adult learner: (1) what is the relationship between writing and learning? (2) is the decline in writing skills a particular problem for the adult learner? (3) can writing be used as a teaching method to enhance learning? and (4) what are the implications for the adult educator? (JOW)

Results of a study involving 24 developmentally delayed preschoolers revealed that training on two or fewer exemplars of a stimulus class was sufficient to produce concept acquisition regardless of the training program employed (stimulus fading, stimulus delay, or reinforcement only). (CL)

Discusses the role and importance of the arts for education and society, arguing that the arts are not fluff to be eliminated from resource-limited curriculums, but are an important aspect of stimulating human imagination, thinking processes and the ability to feel. (WAS)