Sociolinguistic analysis of the ways children and teachers interact verbally may provide insight into why minority children often have difficulty in school. Examples of a classroom discussion cycle are listed and discussed. (DF)

Use of a retention test in an investigation regarding the post-knowledge of results (KR) interval provides evidence suggesting that, while activity during the post-KR interval is detrimental to performance, no such assumption can be made about its effect on learning. Implications for motor learning and performance are discussed. (Author/PP)

A learning system is a logical arrangement of learning experience progressions designed to improve the relevance of educational topics to the individual student, using such strategies as pre- and post-assessments, recycling activities, learning laboratories, small and large group meetings, and independent study. (MB)

Compares academic results of teaching an experimental class of sophomores using a methodology of dyadic mode learning with a control class of sophomores and examines the potential uses and characteristics of the group relationships in dyadic mode learning for university level work in a full semester's courses. (Author/RK)

Problem-solving, the most complex and useful form of intellectual activity, is a creative and productive process. Programs that develop problem-solving, therefore, are valuable. A plan for implementing process education in which such programs are incorporated is described. (Author/RK)

This study is a major addition to the few previous investigations of the association between number of years of education and information retention and acquisition by adults both after few and after many years beyond the close of formal schooling. (Editor)

Discusses the advantages of using the unstructured group in teaching interpersonal communication and notes the learning processes which take place specifically in this type of group experience. (MH)

An investigation of selected research projects which focus on intellectual development is presented. The treatment begins with a description of psychological-oriented studies and illustrates the many ways in which studying a second language in school settings contributes to the cognitive development of the learner. (Author/RM)

The inquiry teaching or discovery approach to learning is discussed. An object lesson is outlined using a cultural artifact as the subject of analysis. (Author/RM)

Forty Canadian Indian children in grades three and four were divided into two groups and given a minimum and a maximum remediation program to improve their sequential learning processes. The maximum program resulted in significant improvement in sequential tasks such as auditory and visual memory and reading tests. (JC)

Describes two experiments in which Ss were given 48 trials, using word lists as stimuli, followed by an unexpected final free recall test. (Author/RM)

Tests of teachers' ability to learn teaching through repeated use of closely defined curriculum indicate that familiarity with content and practice do not necessarily increase effectiveness. (JD)

A study of certain aspects of second language learning among three university students, all in an advanced ESL class at UCLA. An error analysis of written verb forms was undertaken. An examination of correction revealed that it was neither systematic nor enlightened enough to actually influence error production. (Author/RM)