Maintains that young children learn to think when they act on objects, thus developing what Piaget refers to as physical and logico-mathematical knowledge. Teachers can encourage thinking/mental action by creating situations that are personally meaningful to the children, by providing decision-making opportunities, and by providing opportunities…

Advocates that art should be taught by the certified art educator. Suggests art programs should be based on a substantive content foundation, sequence, and integrated with four components: art production, aesthetics, art criticism, and art history. Questions the worth of enrichment, exposure, or entertainment without substantive content…

Describes a reading program based on Piagetian theory and a psycholinguistic interpretation of the reading process. Explains each component of the program and offers evaluative data attesting to its success. (FL)

Concludes that there is a relationship between imagery level and comprehension and that imagery level of text can be determined "a priori" of pupils reading text. (FL)

Considers nature of debriefing, its central importance in experience-based learning, and its relationship to briefing, as well as debriefing's purposes, their relationship to different types of knowledge being processed, and various ways to organize the process. Suggestions to make the debriefing experience more effective are presented. (MBR)

In self-regulated learning, metacognitive components are necessary but insufficient. There is a need for a strong learning intention which can compete with other goals, interests, and distracting stimuli. Task accomplishment is an important factor in continued motivation and intention. (JAZ)

Interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were investigated in 102 German and 91 American children. Some were trained to use a cluster-rehearsal strategy on a Sort Recall task. Post-training assessments tested maintenance, near-transfer, and task-related metamemorial knowledge.…

Provides ideas for helping students find sources and discover a topic for a research paper and discusses students' research processes, focusing on the need to allow students time to make meanings out of the facts they gather. (SRT)

Describes an inservice program for which teachers watched the moon, kept a journal of its appearances, made drawings of it, and tried to fathom its habits. Asserts that through being involved with this learning experience, teachers understood more about how to teach productively. (SRT)

Reviews the major theoretical statements regarding the contribution of literature to reading development, noting that they fall into two interwoven strands: the notion of learning to read through literature, and learning to read literature. Evaluates the empirical evidence supporting the claim that literature plays an important role in learning to…

Describes materials mastery and symbolic development as two discrete but related processes that preschool children learn. Uses the preschool setting to identify the developmental stages of construction play. (AS)

Describes kindergarten children's oral and written language behaviors while operating a computer. Stages of computer language play and children's experimentation with speech and writing specific to the computer also are discussed. (AS)

Records an interview with Pit Corder, retired chair of Applied Linguistics at the University of Edinburgh, in which he reflects on the implications for language teaching and learning of recent research into second language acquisition and language transfer, as well as on the status of applied linguistics in the mid-1980's. (Author/SED)

Examines the development of intuitive theories of motion among college students and children between the ages of 4 and 12. School-aged children made more erroneous predictions on the path a ball takes upon exiting a curved tube than preschoolers, kindergarteners, and college students. Results related to the "growth error." (Author/BB)

Investigates the extent to which learning disabled readers' atypical encoding relates to their deficiencies in semantic memory by comparing learning disabled and nondisabled readers in two age groups on dichotic listening tasks that included orienting and nonorienting instructions. (HOD)