A theoretical model for estimating the effects of age and incentive on children's performance in probability learning is introduced. Novel predictions of the model about the effects of combinations of age and incentive were tested and confirmed. (Editor/RK)

Four free-recall experiments are reported that investigate the relationship between the organization of rehearsal and the organization of recall. (Editor)

By observing children who learn to read by themselves, teachers may learn some important aspects of beginning reading. (JM)

Presents an overview of research on the teaching of spelling. Emphasizes that spelling is a subject that can be taught, and instruction has two major objectives: the automatic spelling of a security list and the ability to apply correct spelling in written communication. Focuses on study methods, testing, recording progress, dictionary use, and…

This revised view considers different approaches to both practice and theory and sees the two elements as interactive and mutually enriching. (MSE)

This article clarifies and systematizes different elements inherent in conceptualizations of adult education. Distinctions are made between an age aspect and a life-cycle aspect, and between the aspects of time, formality, organization, intentionality, and normality. (Author/LMO)

Seventy-two sighted college students who studied the braille or Fishburne alphabet for eight minutes were tested for recall. More Fishburne than braille items were recalled, independent of item arrangement. Results suggest that visually impaired persons might use the Fishburne system for labelling personal objects or when braille learning is too…

Points out that many students are unsuccessful learners either because they do not know how to learn or because they do not practice the skills they have been taught. Provides examples of composition assignments which teach students logical strategies. (ARH)

This paper investigated three kinds of changes that could occur when a child learns to program in Logo. Novice programmers from fourth grade classes were given three sessions of Logo instruction. Results provided some preliminary evidence that productive learning of a programming language involves a chain of cognitive changes. (Author/LMO)

Clarifies the goal of reading instruction in the middle school and draws on the ERIC database for sources that complete the transition from learning to read to reading to learn. Reports on the suggested emphasis on reading laboratories and the fostering of reading of expository texts. (JK)

Houle hypothesized three models of professional continuing learning: (1) inquiry, (2) instruction, and (3) performance. A study tested this typology with a population of staff nurses in a community hospital. A revised typology is proposed consisting of (1) inquiry, (2) performance, (3) group instruction, and (4) self-instruction. (Author/CH)

Six profoundly retarded institutionalized adolescents were taught two tasks of comparable difficulty using different prompting procedures (either an antecedent or consequent procedure). Results showed greater gains were made with the antecedent prompting procedure. (Author/DB)

Compared the cognitive and learning profiles of 53 delinquents, 26 learning-disabled adolescents, and 50 average achievers to examine the association between juvenile delinquency and learning disabilities. Application of discriminant analysis to the cognitive and educational profiles of subjects suggested the existence of various subtypes of…

A computational model of the neural substrates of elementary associate learning is developed. It is used to demonstrate that several higher order features of classical conditioning could be elaborations of the known cellular mechanisms for simple associative learning. (Author/LMO)

The Boothbay Writing Project was developed by a group of teachers interested in discovering how writing should and should not be taught. Through self-research, teachers gained insight into how they had learned to write and how they could best help their students become competent, confident writers. (DF)