Learning-disabled (LD) students showed significantly less argument on the importance ratings of story idea units than did normal students. Cue selection before recall depressed performance of the LD subjects relative to that of normal college students. (Author/PN)

Tenth-grade students (n=144) received training on one of three processing methods: coding-mapping (simultaneous), coding only, or decision tree (sequential). The induced simultaneous processing strategy worked optimally under rule learning, while the sequential strategy was difficult to induce and/or not optimal for rule-learning operations.…

Reviews monitoring theory and presents specific strategies for teaching comprehension monitoring. (AEA)

A type of acculturation occurs in developing countries that hinders English language learning because English is the linguistic vehicle of technological and sociological influences, and culture conflicts increase when the learners arrive in English-speaking environments different from their expectations. Suggestions are given for alleviating these…

Using a lexical decision task, the effects of frequency and number of meanings show that different patterns of results emerge for fast and slow readers. For fast readers there are general effects of both frequency and numbers of meanings; for slow readers the effects are considerably attenuated. (Author/CM)

Some of the problems ordinarily attributed to poor learning and bad memory in older adults can be accounted for by inadequate stimulus or response output. Prospects for improving learning and memory efficiency in older adults are thus better than formerly believed. (SK)

Examines the hypothesis that an attentional preference for an imitator is a function of the magnitude of reinforcement associated with that person, and measures response uncertainty, a construct considered important in the effectance arousal theory often used to explain "being imitated" effects. (Author/RH)

In four experiments, college students were presented with lists of either Armenian or English letters on a tachistoscope. The data indicate that extensive practice may be a necessary condition for capacity-free processing but may not be a necessary condition for involuntary processing. (Author/RD)

Reports a follow-up study designed to examine the question of cause and effect in the commonly observed association of poor learning with behavior disturbance. Concludes with a discussion of the implications for early diagnosis and treatment of maladjusted behavior in school. (CT)

The author discusses his belief that the emphasis on competency-based, outcome-oriented curricula serves two purposes: (1) it recruits students who also believe in this educational theory; and (2) it provides a framework within which "unlearning" and more significant personal learning can take place. (CT)

In two experiments, undergraduates did/did not create a maplike representation while learning a passage, and were either forced to study the map, instructed to study, or given no map prior to reading. Free-recall data showed that forced map study benefited learners with low vocabulary scores. (Author/GK)

The purpose of this study was to ascertain if low and high academic achievers (n's = 9) learned a simple stick-pulling task similarly. High achievers performed better early in practice, but the advantage disappeared by the end of the nine trials. (Author)

Problem solving assessment complements traditional testing of students by providing information on how learners move to appropriate solutions. In the problem solving assessment, the examiner may participate fully since the interaction between adult and child and not the ceiling is under examination. (SW)

The longitudinal study investigated the language acquisition strategies employed over one and one-half years by an eight-year-old autistic child learning sign language. There were specific deviations in language development noted, in spite of providing the child with appropriate sign language training. (Author)

Guidelines are offered for teachers facing a class of students with wide differences in ability. (JD)