In this interview with Executive Editor Ron Brandt, Bloom answers criticisms of mastery learning and explains why he believes it is so important. (Author/JM)

Suggestions are made for applying research findings to the teaching of physical education. (JD)

Discusses auditory practice (listening) as a factor in the learning process and as a goal area. Refers particularly to the "terminal" nine-year school. Motivation is high, because auditory skill can be developed to a higher point earlier than speech production. (IFS/WGA)

A description is given of some of the ways personal computers could be used in the classroom and the benefits of these uses. (MK)

The article reports the findings of two studies involving comprehension and retention in learning disabled (N=96) and normally achieving (N=64) second and sixth graders. Results were interpreted to support J. Torgesen's conceptualization of learning disabled children as inactive learners. (Author/SBH)

The study investigated the effects of modification of conceptual tempo on the skilled performance of a group of mildly intellectually handicapped adolescents (N=41) receiving training in a work preparation center. (CL)

Support for the contention that the empirical specification of the Piagetian concept of reversibility during training is not a requirement for conservation induction is presented in this experimental study. (Author/JKS)

Results indicate that exposure to individualized instruction had a favorable impact on attitudes of fifth-, sixth-, and seventh-grade pupils. (JMF)

This study investigates performance differences between reflective and impulsive subjects on a recognition memory task. Results indicate that verbal recognition memory is sensitive to both cognitive style and presentation mode. (JMF)

Although most of adult learning is not formal, adult education focuses primarily on formal schooling. To help resolve the paradox, the author suggests an approach to nonformal adult education using interpersonal learning resources and natural learning. (MF)

Presents evidence of differences in brain function lateralization between Japanese-speakers and speakers of Indo-European languages, and suggests that current conceptualizations of brain function specialization are not adequate. (AM)

Students given evaluation level objectives did as well on relevant and incidental learning as did a control group, while those given knowledge level objectives achieved less incidental learning at the evaluation level. (Editor)

Opportunity to learn specific content as measured by amount of emphasis and exposure to that content relates positively to the amount students learn. (JD)

Reviews how emphasis on thought and feeling, cognition and affect have been balanced in early childhood education at various periods in the last half century. (Author/MP)

It is suggested that most of the things people learn are not taught; they are learned by induction. Learning and teaching theories are analyzed with a focus on the induction theory and its implications. The symbol processing carried out by computers is used as a point for comparison. (JMD)