A scheme of testing that will clearly discern whether a student has learned the material that has been set out as the goal is discussed. The fear of computer-assisted testing is seen as so widespread that perhaps the idea is too far ahead of our time. (MLW)

Argues that there are four areas where metaphors may be of use in educational research: identifying research problems, suggesting possible strategies, representing potential solutions, and explaining results. Looks at the process of retroduction or abduction, whereby models, theories, or characterizations from one field are applied to another, as…

The effects of number signals on text recall were investigated using college-age subjects who read and recalled two texts containing 10 target sentences each. Results demonstrated that number signals directed attention to the sentences they marked, led to better encoding of target information, and influenced the process recall. (Author/LMO)

This study investigated whether giving students generic advance instructions about how to learn classification tasks was effective in facilitating learning of a specific classification task. Results showed that the instruction group and adjunct-questions group did equally well on classifying new and old instances of U.S. Navy call signs.…

Two issues central to the production of cognitive conflict in the computer environment are discussed. The first one focuses on the use of simulations versus real-world experiences, and the second is directed at the potential for incidental and spontaneous learning versus controlled learning with the computer. (CT)

The Multidisciplinary Cognitive and Neuroscience Research Group at Ohio State University was established to improve communications among faculty, practitioners, and students in the fields of education and psychology. The program is described. Benefits and drawbacks are explored. (MT)

Summarizes Huey's and Vygotsky's characterization of inner speech and posits that Vygotsky's description of the inner speech process is optimal for explaining the role of oral language in the reading process despite objections from psycholinguists regarding the disparity of speech between silent and oral reading. (FL)

Advances a view of instruction based on the nature of cognitive activity, school learning, and instruction and suggests relationships between the CEDARS, cognitive mediational, and task models of instruction. Discusses more than a dozen implications of the cognitive mediational and task models for ways teachers can promote students' cognitive…

Offers a comparison of the pedagogical philosophies of five pioneers in educational computing: Patrick Suppes, Arthur Luehrmann, Alfred Bork, Symour Papert, and Thomas Dwyer. (AEA)

Observes that writing students are often confronted with a great many variables that preclude their attention to specific stylistic details. Explores professional journals that suggest that students in content areas also experience the same difficulty when confronted with abstractions or contexts different from those taught in the classroom. (HT)

Whether learning disabled children's unique ability patterns and learning styles become assets or liabilities depends on the nature of the school tasks and settings. A multidimensional, interactional perspective of learning disabilities originated with the field's pioneers, whose influences extend to current theories, research, and practice.…

Agrees with George Henry in noting that it is about time that state departments of education and local school leaders really take a look at the whole complex learner in the whole complex setting and realize that fragmented bits (behavioral objectives) do not make an educated person. (HOD)

Outlines a proposed model for understanding the human information processing system, which is conceptualized in terms of three interrelated major elements--executive, working, and long-term memory--with emphasis on the structure of long-term memory. Thirty-one references are listed. (MBR)

Described is a project which explored how elementary teachers' intuitive knowledge (the common sense sort of information built from personal experimentation on the physical environment in contrast to formal knowledge learned in school) affects their educational practices. (RM)

The use of invertebrates as classroom "pets" can develop students' skills in scientific inquiry and instill respect for science. Few materials are needed for projects involving invertebrates. Suggested activities using snails, crickets, earthworms, crayfish, and guppies are offered. (DF)