Describes a sequence of writing exercises that synthesizes current work on expressive discourse, learning theory, and classical exercises of the kind that are represented in Quintilian's progymnasmata. (HOD)

Argues that Chomsky's theory of generative grammar provides a model for second language acquisition that meets the criteria of descriptive and exploratory adequacy in accounting for the language learning process. Illustrates this by presenting data on the acquisition of dative complements and dative questions in a passive context by second…

Presents results of an investigation into the cognitive engagement processes used by more and less successful learners in a computer problem solving game. Results show records of more and less successful students to be distinguished by spontaneous use of self-regulated learning processes. More successful students shifted to cognitive engagement…

Discusses a model of the reading process drawn from ideas used in foreign language instruction and resting on the distinction between reading acquisition and reading learning. Explains how the model can be applied in the classroom. (FL)

Reports two studies which investigated the acquisition of color terms by preschool children. The first was designed to clarify the role of certain conceptual factors in the acquisition of color terms. The second explored how input may interact with these conceptual factors and help to guide the acquisition of color words. (SED)

Thirty learning styles preferences are profiled for a group of adult male students enrolled in an external degree program. The Canfield Learning Style Inventory was used to assess the adult students' learning styles. Correlations between learning styles and traditional learning environments were examined. (Author/MLW)

The way adults talk with children is important because different styles of interaction lead to different learning opportunities. Differences between child-parent linguistic interaction and child-teacher interactions are explored. Suggestions to help teachers interact more effectively are discussed. (DF)

Explores the relationship between types of school music training and students' understanding of the basic components of music. (FL)

Describes a paired-associate learning experiment in which American Sign Language signs of high and low translucency and high and low cheremic similarity were presented to sign-naive subjects. One hypothesis, that translucency would facilitate learning, was confirmed; a second, that cheremic similarity would retard sign learning, was not.…

Reports findings of study that examined the ways in which third, sixth, and ninth grade students made meaning when they were involved in reading and writing activities. (FL)

The current study attempted to further clarify the relationship between speed and span by directly examining whether slower identification of item information is the source of memory span difficulties in learning disabled children. Results indicated that span performance varied directly with naming speed. (Author/LMO)

Although role playing is a well-established and useful method of second language instruction, its success is often undermined by assignment of roles alien to the students' needs and experience. Redefinition of role playing to include the roles an individual assumes in everyday life will help the teacher plan more appropriate activities. (MSE)

Argues that adults learn differently than children. States the assumptions of the pedagogical and andragogical models regarding the concept of the learner, the role of the learner's experience, readiness and motivation to learn, and orientation to learning. Reviews studies about the characteristics and processes of adult learning. Discusses…

Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Problems and suggestions concerning current media attribute and symbol system theories are described.…

In this 1964 paper, Bruner argued for a redefinition of the nature, direction, and aims of education because of increased understanding of man as a species and of individual mental growth, clearer understanding of the educational process, and the changing nature of society. (CMG)