Describes four experiments to show that the effects of item-specific and relational encoding emphasis on recall vary with the retrieval context for both young children and adults. (HOD)

Though the most widely used "Intelligence" tests have changed little in the last half century, the author predicts a variety of new influences of future intelligence testing, ranging from the ways we conceptualize intelligence, to the manner in which we pose problems to assess it. (Author/JAZ)

Second-grade children were explicitly supplied with zero, one, two, or three components of information to specify the respective contributions of various sources and amounts of acquired strategy-utility information. Metacognitive knowledge was evidenced only when the training regiment included the complete set of critical metacognitive components.…

Different learning cycle sequences were investigated to determine factors accounting for success of the cycle, compared learning with conventional instruction, and examined relationships between Piaget's theory and learning cycles. Results show that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge in…

Describes an inexpensive program using invertebrates as subjects in conditioning demonstrations and experiments. Provides a bibliography of reviews about invertebrate learning in addition to information on obtaining required apparatus and invertebrates.

Describes four encounters--with a doctoral student, a primary grade teacher, a child, and a sociolinguist--to illustrate how teaching and learning, two separate ventures, are sometimes confused with one another. (HTH)

Focuses on the nature of elementary school classrooms as social contexts for literacy, particularly for writing. Explores the nature of the classroom as the context for literacy, how children come to understand such classroom contexts, and what defines a beneficial context for literacy growth. (HTH)

The purpose of this paper is to familiarize readers with Vygotsky's theory on verbal regulation of thinking skills, to describe related research and applications of the theory, and to explore its relevance for researchers, parents, and educators. (MT)

Looks at the debate over whether foreign language study is intellectually challenging. Examines four points in the debate: the contrast between content and skill; the nature of the learning and teaching material; the nature of classroom interaction; and the idea of osmosis. (SED)

Discusses spontaneous playback, an involuntary, sometimes insistent mental "replay" of the second language being studied. A survey of 160 second-language students determined that playback is not limited to a small number of language-oriented people but is in fact a widespread phenomenon. (SED)

Lists 12 parallel skills in drawing and writing, including the fact that drawing can reproduce aesthetic forms while writing can copy letters and letter groups. (DF)

Introduces the notion of a "discourse world," that is, a set of elements against the background of which a unit of talk makes sense, and claims that several discourse worlds coexist in classroom discourse. The notion is interpreted in terms of frame theory and applied to classroom language learning. (SED)

Objective love can alter the learning process. The person who has habitually encountered success in his/her first and formative responses to the world tends to develop a positive-orientation (an attitude of objective love) toward novelty itself and may actually seek out new problems, new challenges, in anticipation of future success. (RM)

Two learning strategies--visual imagery and self-questioning--designed to increase reading comprehension were taught to six learning disabled secondary students. Results indicate that LD students can learn the two strategies and can apply them in both reading ability level and grade level materials. Use of the strategies resulted in greater…

Examines interference in five-year-olds' learning sets by using intertrial and interproblem intervals. It was concluded that intertrial and interproblem intervals differentially affect learning set performance. (Author/CI)