A verbal concept-learning task permitting the externalizing and quantifying of learning behavior and 16 ability tests were administered to female graduate students. Data were analyzed by alpha factor analysis and incomplete image analysis. Six alpha factors and 12 image factors were extracted and orthogonally rotated. Four areas of cognitive…

Guidelines which any educator should observe as he incorporates science into the curriculum for the mentally retarded are offered. Active participation with materials is essential. Teaching should proceed from the known to the unknown. (EB)

Reasons are provided that show the goal-directed study of subject material through the problem-solving approach which results in sounder learning. (Author/ND)

Reviews and criticizes the ten principles of re-education articulated by Kurt Lewin in 1945 in light of major developments in re-education training through 25 years of experience and experimentation following their original publication. For journal availability, see SO 504 730. (Author)

The article describes a kind of intelligence testing which assumes that the potential of a "retarded performer" may be greater than his demonstrated knowledge, and therefore tests him in the process of learning. (CD)

A free-recall procedure demonstrated state-dependent learning using alcohol. Information encoded and stored while intoxicated was more effectively retrieved when later tests of recall were performed while intoxicated, as compared to recall accomplished in the sober state. (Editor/RK)

This article discusses the question of the optimal age for second language learning by providing some background and by comparing relevant British and Canadian language teaching programs. (CLK)

Analyzes the difference between "ultimate-target language" (authentic English in all its varieties), "learner's language" (with its limitations), and "learning-goal language," this latter referring to differentiated instruction with graded "input" steps. Teaching suggestions are given. (IFS/WGA)

Presents a method which draws upon students' imagination, creativity, and associative abilities and engages them in the language learning process. (Author/AM)

The "geometry of distortion" and some prestidigitation show kids that lines, surfaces, and planes are not always what they seem. (Editor)

Presents guidelines for designing a training program having a proper blend of didactic (instruction) and experiential (process) learning methods. Covers two major dimensions to consider in determining the appropriate blend of didactic and experiential methods: utility (how the learning will be used) and the nature of the learning. (EM)

Numerous mathematical examples are presented which illustrate and raise questions about students' tendencies to overgeneralize. (BB)

Examines the effect of relevant group instruction on various children's developmental stages regarding the conception of space. (Author/GA)

Describes a study of sexual intimacy, alcohol, tobacco, and drug use on prime time and Saturday morning television in general. Presents a separate analysis of this content, in shows heavily viewed by children, in terms of their potential for social learning in these areas. (JMF)

Reports on an experiment designed to compare the linguistic ability of English-speaking students of French to that of native French-speaking students, through sentence repetition, in order to draw some conclusions regarding approximative grammars. (AM)