Study of the probabilistic nature of processing strategies in Dutch/English bilinguals indicated that sentence interpretation in English generally paralleled that in Dutch, with divergence toward similarity in performance by English monolinguals. (Author/CB)

This discussion of authoring systems focuses on modes of computer-assisted learning delivery and criteria for their selection. Topics discussed include industry's use of authoring systems, a systems approach to designing courseware, media selection, learning strategies, instructional events that comprise learning situations, and cognitive…

Examines the relation between attention to target and context information and target recall in an incidental learning task for children and adults. Results support a distinction between context-interactive and context-independent situations and suggest that the attentional patterns that are efficient for memory may differ with the kind of…

Describes generic problem-solving model constructed by D. Koberg and J. Bagnall that can be used by writing center tutors and that progresses as follows: (1) accept situation, (2) analyze, (3) define, (4) ideate, (5) select, (6) implement, (7) evaluate. Provides tutors with coherent framework and with way of breaking larger framework down into…

Transformational mnemonic strategies have been effectively used to enhance associative and serial list learning of borderline subjects classified as mentally retarded. Recent applications have involved concrete and abstract native-language vocabulary, numbered or ordered information, and digit span recall. (CB)

Considers the use of graphic aids with regard to readers' ability to integrate graphic with written information. Points out students' need for instructional activities that develop skills such as inference through information coordination of the graphic aid, text, and prior knowledge. Presents the three stages of the GIL. (JK)

The differences between good and poor readers using story schema in recall and reconstruction tasks was examined. Results showed that good and poor readers could use a story schema when the story followed canonical format. Conclusions supported the view that poor readers perform quite differently from younger normal children. (Author/JAZ)

Provides a rationale for the reading/writing connection through a brief review of research and describes Questions into Paragraphs (QuIP), a three-step procedure designed to improve expository awareness. (FL)

Describes a metacognitive strategy that has shown the ability to improve the reading comprehension of poor readers and learning disabled adolescents. (FL)

Analysis of language research and observation of two language classes suggest that, when teachers devote efforts to promoting students' encounters with and use of natural language, students will have the opportunity not only to learn about language, but also to arrive at proficiency in its use. (CB)

Reviews an investigation of the effects of problem format and the number of independent variables on the responses of students to a control of variables reasoning task. Results indicate that adding independent variables to a control of variables reasoning problem leads to an overload of working memory which affects performance. (ML)

Describes how 4 historical, popular, culture mediums may be used to help stimulate student curiosity about the past and provide practice in using and understanding the historical method. Highlighting the slave experience, the mediums are: (1) the antislave almanac; (2) the dime novel; (3) the moving panorama; and (4) the propaganda play.…

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.…

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)

Eighth-grade students read passages that described three dichomtomized attributes of eight North American minerals. Mnemonic instruction, given to one-third of the students, generally produced greater memory for the minerals' attributes. Implications of the findings are discussed with specific regard to remembering scientific taxonomies and their…