Successful elementary teachers have long recognized that the ability to ask questions effectively is an important part of independent learning behavior. Discusses four basic types of questions students should be encouraged to employ in their search for understanding. Also gives eight essential procedures for carrying out a questioning session.…

In a study of mastery learning involving student teachers, it was found that in intense, short-term instructional systems, less specific remediation is appropriate, while more detailed remediation is better when there are few time constraints. (Ed)

The hypothesis that either familiarization or the association of items to context produces the crossover effect in whole-part learning was tested. The crossover effect refers to the eventual negative information transfer that occurs at the end of second-list learning. Results were interpreted in terms of a stage model of learning. (Editor/RK)

Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

Begins by discussing a number of problems in applying a levels-of-processing approach to memory as proposed in the late 1960s and then revised in 1972 by Craik and Lockhart, suggests that some of the basic assumptions are false, and argues for information-processing models devised to study working memory and reading, which aim to explore the…

Views are presented on education and health education that a student teacher should consider in a search for excellence in teaching, including the interest of health education to the student, nature of the learning process, development of a learning climate, and others. (MJB)

While the elements of enjoyment, creativity, and pleasure are present in the learning process, education is basically work, and despite its joyful aspects, it is sometimes drudgery. (JD)

Teaching and learning can take place only when teacher and pupil understand and share beliefs in the basic concepts of what is being communicated. (JD)

This paper analyzes development of group structure in terms of the stimulus-sampling perspective. Learning is the continual sampling of possibilities, with those reinforced possibilities increasing in probability of occurance. This contingency learning approach is tested experimentally. (NG)

This paper examines the learning activity of older adults. Findings are presented and it is suggested that adult educators must reexamine their roles as supporters of formal institutional programs in light of the data on learning projects. (Author)

Reports on a child who evidently used a gestalt strategy (proceeding from the whole to the parts) in learning his first language. Further evidence for a gestalt strategy exists in the literature, albeit implicitly, and any theory of language or language acquisition should be able to account for it. (Author/KM)

Why we should base our physical education programs on current knowledge rather than common fads. (Editor)

Three approaches to vocabulary instruction were developed based on research from the training of verbal elaboration strategies with 107 educable mentally retarded children ages 8-11. (Author/MH)

Discusses the article in this journal by C. Cheng advocating teaching of simplified Chinese characters. This article agrees with his conclusions but finds fault with his methodology. It is felt that the sequence of learning simplified and complex characters should be determined by both a Chinese linguist and an experimental psychologist. (CHK)

Two experiments that study subjects' memory for active and passive sentences are reported. A reaction time methodology is used to measure subjects' memory for verbatim information about the sentence. Retention of verbatim information displays traditional short-term versus long-term discontinuity. (CHK)