The inductivist model of language acquisition was tested by comparing the linguistic development of impulsive kindergarten children with that of reflective children, who, in general, make fewer errors on inductive reasoning tasks. The 81 children sampled were tested with the Matching Familiar Figures Test and with measures of syntactic and…

Six sections of a college reading and study skills class were randomly assigned to one of three treatment conditions in a study of the effects of a new teaching-learning strategy, REAP, a procedure for improving reading, writing, and study. One group received instruction and practice in REAP; one, in SQ3R; and one, in the regular study skills…

A self-observation and self-report procedure is proposed that will assist teachers in discovering their students' learning strategies and may generate knowledge about the second language learning process. Transcriptions of segments of interviews with four students illustrate the procedure involved in eliciting student strategies. (Author/RM)

Mean response times and slope of response times were correlated with intelligence and achievement for 94 sixth-graders. Mean response time reliability was greater than that of slope, and correlated significantly with IQ and achievement. Speed of processing information generalized across experimental tasks and reliably indicated intellectual…

Argues for a teacher role in research on learning processes and views a teacher's task as twofold: to discover what students do as they perform foreign language tasks, and to implement procedures in which strategies of skillful students provide a basis for remediation of strategies of unskillful students. (Author/EJS)

Differing world views and cultural expectations affect how teachers and students relate to one another. (Author)

Four alternative cognitive assumptions concerning the fundamental meaning of events are presented: formism, or everyday thinking; mechanism, or experimental scientist's thinking; organicism, or systems thinking; and contextualism, or relational thinking. The measurement of individual preferences for these hypotheses and behavioral correlates of…

Thirty physical education students and 30 music education students read a passage which could be given two distinct interpretations. Multiple-choice test scores, theme-revealing disambiguations and instrusions in free recall indicate that high-level schemata provide the interpretive framework for comprehending discourse. Schema theory and its…

The Matching Familiar Figures Test and the Auditory Impulsivity Task were administered to 81 fourth-grade students. Fifty-five percent of the students maintained classifications as reflective, impulsive, fast-accurate, or slow-inaccurate across the two modalities, indicating that the two tasks measured different abilities. The authors suggest that…

Thought processes as they are observed during problem solving are discussed. A theoretical framework is designed to establish the correspondence between the tactics the subjects use to solve problems and thinking processes. (NCR)

Concludes that the higher the cognitive level reached and maintained by the teacher during an instructional session, the higher the mean performance of pupils following an instructional session. (Author/RL)

Sixth graders from a semirural midwestern community were randomly assigned to one of four different learning strategies--imagery, overt repetition, covert repetition, and control. Results showed that imagery instructions facilitated learning performance; overt repetition interfered with performance; and covert repetition was similar to the control…

Teachers may want to observe and record differences among students that appear to be ethnically derived--that is, developed prior to the age of ten or twelve, and separate from individual personality traits. Action research is recommended to relate these characteristics to the appropriate learning style for each child. (CTM)

Describes an action approach to teaching reading to black children which matches a black learning style. (MKM)

The current focus in education is on the individual's right to expect results from the educational system and for accountability from educational personnel. Discusses the need for individual student diagnosis with some related learning prescriptions. (Author/RK)