Reports on a test conducted to compare students' critical and evaluative reading abilities in their native language with their abilities for the same reading skills in the target language. A statistically significant correlation was found. The test results and suggestions for its improvement are given. (PJM)

This paper presents a scheme for classifying learning tasks, a scale built from that scheme, and data obtained from utilizing the scale with secondary students in various subject areas. (Author/SJL)

Suggested teaching techniques for secondary reading include clarifying the learning task, avoiding information overload, encouraging risk taking, and understanding the nature of feedback. (MKM)

Three experiments are reported in which, following presentation of a categorized list, subjects either recalled the whole list or a part of the list. Results indicate that it is difficult to retrieve selectively parts of a studied list when instructions specify only what not to recall. (Author/AM)

The paper focuses on problems science educators and researchers must face before the advantage of paradigms can be realized. Examples of the role of paradigms in physics research are presented. A critique of paradigm use in physics is presented. Future variations of paradigms for science education are discussed. (Author/RE)

A description is given of the different ways a child participates and interacts at home and at school and speculates on these differences as sources of potential misunderstanding between teachers and children as they engage in academic activities. (JD)

College students read two passages. Four groups answered questions requiring either a summary, a new example of the concept, a list of critical attributes of the concept, or identification of a new example. The "identify post-question group" showed the greatest accuracy in classifying new examples. (Author/MH)

Proposes that the whole notion of equating time in a classroom with the quality of education is a semantic fiction; describes three perspectives on the learning process in children that provide an alternative to the "fixed schedule" metaphor. (GT)

Staddon and Motheral derived a mathematical model of responding in concurrent variable-interval--variable-interval schedules. Their derivation ignores a fundamental aspect of the concurrent schedule contingency. A reinforcer can occur following two consecutive responses on the same schedule or following a switch between the two schedules.…

Heyman's major criticism (TM 504 810) of Staddon and Motheral's reinforcement maximization model is that it does not consider "local" and "interchangeover" interresponse times separately. We show that this separation may not be necessary. Heyman's apparent gain in comprehensiveness may not be worth the added complexity.…

Notes that traditional methods of teaching vocabulary development do not reflect the learning patterns of basic writing students. Suggests ways of modifying vocabulary instruction to help remedial students. (RL)

Reports an experiment which supports the predictions of the accommodative-reconstruction hypothesis that recall is not based on retrieval of stored traces of interpreted experience. It involves accommodating details of what is to be remembered to what is known at the time of recall. (PMJ)

Focuses on the development of the executive monitoring function and addresses the question of whether a rehearsal strategy is used on two different tasks where such use is appropriate. Subjects were elementary and secondary school children and adults. (MP)

The degree to which cognitive mediation interacts with vocabulary ability to influence the recall of different verbal units was investigated with a sample of 64 elementary school children. Results are interpreted with respect to the influence of vocabulary ability on school learning. (Author/JKS)

Two experiments investigated the relationship of verification to the answering of yes-no questions. Subjects verified simple statements or answered simple questions. Various proposals concerning the relative difficulty of answering questions and verifying statements were considered, and a model was proposed. (SW)