Examined was the attainment of projective spatial concepts of third-, sixth-, and ninth-grade students. Eight Piagetian-type tasks were developed to provide evidence for Piaget's model of groupings of mental structures dealing with time and space. Task performance among grade levels and gender was examined. (CS)

The introduction of increased involvement and participation of students in the learning process in communication courses at Heriot-Watt University is described. Lectures based on key research papers were given by students in a seminar situation, with emphasis on management applications of the theories propounded. (Author/MLW)

In Asimov's scenario of the future, the percentage of older people will increase and computer technology will relieve humanity of many tasks. The concept of education as a lifelong, natural, and enjoyable process will thus become paramount, and university extension and continuing education institutions will be challenged to meet the needs of an…

Case studies of first graders' approaches to learning reading and writing show that individual attack style is persistent regardless of teaching method and is related to personality and possibly physiology. (DD)

Recent findings related to neurological research include: (1) the Proster Theory implies that the brain works by sets of programs or prosters; (2) the Brain Growth Spurts theory defines the growth of the brain in spurts with cycles of rest; and (3) in the Hemispheric Specialization Theory, the left and right hemispheres of the brain have specific…

Replies to McLaughlin's (l978) critique of the Krashen (1975, 1977) Monitor Model of language learning, presenting rebuttals to major attacks, followed by a discussion of minor issues. (AM)

Reports classroom observations and dialogues with children that show children's understandings and use of punctuation; reports data showing that children in a class in which punctuation was taught in the context of writing learned more about punctuation than children in a class in which it was taught in isolation. (ET)

Considers the way people create knowledge, the way personal knowledge grows, and the types of educative environments that are supportive to students' efforts to improve their knowledge. (GT)

This article briefly looks at research into three of the ways in which the arts promote cognitive development--through the use of fantasy, the use of imagery, and the use of a variety of media. This research indicates that retaining the arts in education is essential. (Author/SJL)

Reports on an experiment designed to reveal how the learner's passive foreign language vocabulary is built up, what role the context plays, what kinds of learning strategies are involved, and whether a false competence results from these strategies. (IFS/WGA)

The learning process and ways in which it can hinder or contribute to intellectual development, the development of "critical consciousness," and social change are reviewed. Questions are raised about the relationship between alternative educational programs and social change. (MSE)

Twenty true-false statements are discussed as a way of presenting the scientific knowledge base on which school programs for developing literacy can be built. (Author/MLF)

A kindergarten teacher recounts her experiences with a southeast Asian student as he progresses with the English language. The "beautiful book," in which the boy would illustrate words and dictate appropriate stories for the teacher to transcribe, was instrumental in the boy's language acquisition. (HTH)

In order to examine the role of aesthetic knowledge in the early socialization of children into art, the authors observed two preschool classrooms for evidence of teacher- and child-initiated aesthetic experiences. This article describes the study's background, reference model, methodological approach, and findings. (Author/SJL)

States that teachers should understand how they can legitimately use play to accomplish teaching-learning objectives, suggests a model for formulating a play ethic for teacher training, and presents a play matrix showing the areas of impact in play theory for the teaching-learning process. (MF)