According to Hypothesis (H) theory, learning should be very difficult when the number of Hs the subject samples from is very large and/or the correct H is not available. These assumptions were tested with third- and fourth-grade children. In general, results supported these assumptions. (Author/MP)

Provides an explanation of guided inquiry. Questioning techniques, time involved, and inferences drawn from guided inquiry are discussed with applications for the elementary science classroom. (DS)

In combatting phonological interference in second language learning, attention should be paid to interference-producing aspects of the actual dialect that is the student's native language, rather than to the "standard" form of the language. (JB)

Suggests that problem-solving ability of science students is associated with students' ability to organize the information provided in a problem into memorizable patterns. This hypothesis, derived from research studies, is exemplified by reference to chemical problems and its educational implications. (Author/GS)

The effects of adjunct postquestions in an individualized training course were tested. Percent of adjunct questions identical to the lesson and final test questions was varied in four conditions: no questions, 0 percent, 50 percent, and 100 percent identical. The 100 percent group was superior on all measures. (Author/GK)

Schema theory, an area of educational research within perceptual learning theory, is divided into five major subtopics: (1) explanation, development, and background; (2) theoretical approaches; (3) pattern classification; (4) pattern quantification; and (5) quantified pattern feature approach (which attempts to combine classification and…

Research findings concerning some of the basic features of the learning process are discussed, together with their practical applications to the training process. The article proposes a three-stage framework for understanding the learning process: attract attention, maintain attention, and facilitate effective coding and storing of new material.…

Presents an eight-session seminar designed to increase participants' study skills and to redefine participants' self-concepts from those characterized by feelings of inadequacy and frustration to concepts of selves as competent and capable. Learning strategies, two-way communication, learning styles, note making, test taking, vocational planning,…

Subjects learned one, two, or three verbal lists simultaneously. Recall of the common list after 24 hours increased directly as the number of lists learned simultaneously increased. Assuming that simultaneous learning reduced interference, the interference was from extraexperimental sources of a proactive nature. (Author/CP)

The Wickens release from proactive interference (RIP) short-term memory technique was used to study encoding with functional categories by 7-, 10-, and 19-year-old male and female subjects. (CM)

Presents a modified social learning theory account of the contribution of imitation to sex role development. Subjects of the two experiments described were elementary school boys and girls. (MP)

Reviews the variety of methods of linguistic and stylistic analysis used in evaluating pupils' writing--both those offered by traditional classroom practice and those from current language-and-learning work--and discusses the implications the current interest in Language across the Curriculum may have for English instruction. (GT)

The effect of blocking of stimulus items on the free recall of educable mentally retarded adolescents was examined. (Author)

The effectiveness of pausing for learning from lectures was investigated. Pause location and kind of activity conducted during the pause were varied. Free-recall and cued-recall tests were administered immediately after the lecture and two weeks later. Interspersed pauses coupled with group discussion was the most efficient procedure. (Author/RD)

Findings of this Israeli study suggest that perception is affected by lables, learning, and selective attention; that these effects are determined developmentally; and that as age increases, the effects of verbal cues diminish, while the effects of perceptual cues increase. (Author/DLS)