Second article of a two-part series focuses on how results of research into learning, creativity, and thinking abilities can be applied to help the individual become more creative. (SL)

Looks at the part played by the ideas of Friedrich Froebel in the work of the Froebel Institute. (Editor)

This research looks at time of day effects in the immediate and delayed recall of realistic or meaningful material--a short story. Its design avoids confounding time of presentation with that of delayed recall and allows the comparison of delayed recall made at the same or different time of day to the presentation. (Author/RK)

Describes a 2-day supervisory training session (part of 5-day workshop) which deals with human relations using transactional analysis and involves the participant-oriented group experience. Five guidelines for facilitators are included. (SH)

Two extreme, mutually exclusive logic patterns are considered--"creative" and "constructive." It is proposed that most individuals display intermediate traits of the two modes, and that an understanding of these qualities can further the concept that individuals learn differently and have different instructional needs. (RW)

Songs aren't just for singing. Use them to develop writing, vocabulary, and creative thinking skills. Two teachers tell how. (Editor)

Investigated in two experiments involving 15- and 16-year-old mentally retarded students was knowledge of conceptual categories as reflected by semantic priming effects. (Author/IM)

A cybernetic model of factors involved in the fossilization of grammatical and lexical forms in learner grammars is offered. A distinction is made between affective and cognitive dimensions of a multidimensional channel of human communication; and the effect of expected and unexpected feedback on these two dimensions is discussed. (Author/POP)

Recounts the author's experiences in theatre education with students in the small, rural Peacham School in Vermont. The evolution of theatre concepts, philosophy, practices and community acceptance are described. (MH)

Argues that choice with responsibility belongs to the child, there must be a gradual continuous assumption of responsibility, and the choice with responsibility is a learning process. It is important to avoid offering choices that are not authentic. Adults also have responsibilities in fostering children's growth along these lines. (BF/JH)

The author proposes that Guilford's structure-of-intellect model be used as a starting point for researchers studying the interaction of instructional media attributes with individual differences in cognitive variables. (BD)

Individual items were tested for old-new and right-wrong identifications following one, two, or four study trials on a multiple-item recognition learning task. The pattern found for functional identifications suggests that frequency cues may be supplemented by other kinds of cues that enhance identifications of items in terms of their prior study…

Using the process of situational learning effectively we develop the capacity to discover who and what we are. This technique affords us the opportunity to explore how we were conditioned into the patterns and habits that now compose our being. (Author)

Discusses Jerome Bruner's theories regarding language as a tool for promoting cognitive growth, and shows how Bruner's ideas apply to the teaching of writing. (DD)