In-service activities should give more attention to how teachers learn and how teachers' learning styles are related to their teaching styles. (JD)

Defines cognitive style mapping as a technique to determine how an individual learns or formulates concepts. Advocates mapping be used to analyze, diagnose, and prescribe instruction for personalized training programs. Displays styles and examples of cognitive mapping and presents a guide for map symbols/meanings. Provides assumptions for…

Describes children's reactions to chance and probability in a variety of experimental situations, using four different experiments from Piaget's work, to give a clearer picture of how children approach these ideas. (GA)

The basic assumption underlying the open classroom approach is the view that, among children of the same age and sex, significant differences (in temperament, rate of growth, background, experience, and personality dispositions) exist, and, therefore, educational methods must take these differences into account. (Author/MC)

The article explores six characteristics of children who have perceptual processing dysfunctions. (PHR)

Looks at phonological development in lexical terms and extends the method of Ferguson and Farwell to consideration of syllables within words. The research is directed toward the question of whether children acqure a sound system by following "universal" orders of acquistion or by developing distinct strategies. (EJS)

Describes ways of projecting stereoscopic images of geologic environments for students with difficulty reasoning in three-dimensions. The photographic procedures needed to produce stereo slides are included. (MA)

The evidence of pro-white/anti-black and pro-light-skinned/anti-dark-skinned bias in this study indicates that these biases are not restricted to Western groups. (Author)

Tests Ausubel's (1960) subsumption theory of learning in the context of children's use of causal and logical connectives. Predicts that the acquisition of prior cognitive structure organizers would facilitate the learning and retention of subsequently presented concepts and logical operations and lead to a decrease of syncretic reasoning and…

Discusses what is known about the learning process, particularly adult learning, and ways in which adults participating in educational activities differ from young people attending school. (EM)

Some new ways to capitalize on an old truth: When you begin with your students' own interests, they'll learn faster and remember more. (Editor)

Four teachers involved in forthcoming conferences on the subject offer their personal view of what mixed ability teaching means to them in their schools. (Editor)

The ability of subjects to scan only one of two sets of items in short-term memory was investigated as a function of the similarity between the items in the two sets, the type of test used to evaluate retention of sets, and the number of items in each set. Results indicated that this one-set scan ability is limited by the capacity of short-term…

A specific aspect of learning strategy (the extent to which 14 students developed their understanding on a broad or narrow front) was examined. Results support hypotheses predicting positive relationships between a broad strategy in learning, wide attention deployment, a flexible approach to problem-solving and cognitive complexity. Relationships…

Examines three concepts crucial to the learning process: 1) student learning improves when they are involved in learning activities, 2) involvement through problem solving techniques maximizes student learning, 3) transfer of learning includes four basic principles. (Author/RK)