Two studies investigated memory processes involved in the Visual-Sequential Memory subtest of the Illinois Test of Psycholinguistic Abilities. In study 1, differences between second and fourth graders were due to greater use of stimulus labeling strategies by fourth graders. In study 2, labeling strategies were taught, improving performance.…

Tested the hypothesis that practice has a positive effect on several kinds of student learning in a functional marriage course. The major finding in the data was that a workbook type of practice had a significant and important short-term and long-term effect on students' ability to apply abstract ideas. (Author)

Outlines an alternative form of educational technology based on an analysis of criticism levelled at the subject, both from within and without. Article contends that the future of educational technology rests on an expansion of its concerns, rather than a refinement or modification of its existing content. (Author)

An in-service coordinator can encourage each teacher to select personally a program that fits the teacher's learning style. (JD)

Lecturing, as a means of conveying information to a group of listeners, can be an inefficient format that teaches little without active interaction between speaker and audience. (JD)

This study supported the hypothesis that the same prose passage would be stored in different memory locations as a function of its relationship to previous knowledge. Subjects told that a reading passage was about a famous person before reading the passage made more false positive errors in a recognition test. (Author/BH)

Most teachers can respond to differences in student learning styles. Eighteen elements of learning style, categorized as environmental, emotional, sociological, and physical are described. (Author/MLF)

The ability to raise effective questions for problem-solving learning requires considerable skill and much preparation and practice. This research provides a brief examination of three problem-solving models for both elementary and secondary-level classrooms and emphasizes the development of an appropriate teacher question repertory for each phase…

A reevaluation of a number of experiments suggests that normal and retarded persons differ on short-term memory tasks from the time of initial stimulus exposure. The hypothesis that memory differences are due to differential encoding as a result of more adequate rehearsal by the normal subjects is unacceptable. (Author/BW)

Uses themes arising from childhood fantasies and imaginary voyages as incentives for developing writing and discussion skills in elementary students. (RK)

Can children who think teaching has to be "chalk and talk" ever be shown another way? Describes some critical moments in the life of the Intermediate Treatment Center in Islington. (Editor)

The affective domain, central to the learning process, cannot be ignored, regardless of difficulties involved in behavioral objective preparation and evaluation. A chart (available by mail) has been prepared to assist in the preparation and measurement of student behavior at levels of the affective doman defined by Krathwohl, et al. (DTT)

Suggestions are made for useful strategies to eliminate passive participation on the part of the health education learner, and principles are presented that require involvement on the part of the learner to facilitate information transfer. (JD)

Examines the role of sociobiology in explaining human behavior. Recommends that sociobiologists consider both biogenetics (DNA and information coded in the genes) and noogenetics (process by which learned structures are transmitted from one generation to the next). (Author/DB)

Responding to Professor Oscanyan's article "How Can I Teach My Students to Learn on Their Own," this article questions Oscanyan's assumptions about learning processes. (DS)