An anthropological approach to women discusses; their role in developing nations; the influences of economic growth upon male and female roles; women speaking for themselves; women's constructions of reality; female learning processes and their modern adaptions; varied educational influences; and the involvement of women in education for…

Describes a teaching technique based on learning unit reinforcement which is intended to help students learn more in less time. The authors maintain that the systematic application of the method resulted in a 20 percent saving of instruction time as compared with the general standards in Soviet elementary and secondary schools. (Author/DB)

Contends that a student gains knowledge through the act of writing as she joins bits of information into a whole. Presents a model for scanning students' written material to determine the way ideas are related. Notes that the value of a piece of information depends on how the writer joins it with other information. (KC)

Presents guidelines for social studies teachers and a sample writing assignment to encourage student's developmental writing. Suggests that students emphasize the significance of the writer's ideas and information rather than the information itself. Establishes the relationship between thinking processes and writing and the need to break these…

Argues that writing is a form of compulsory thinking, and that writing for publication forces students to learn their formal and informal language and to examine the structure of communication. Also notes that writing for publication provides experience that is valuable preparation for college. (GW)

Taking as the point of departure the landmark work, "A Study of Thinking" (Bruner et al. 1956), this research attempts an analysis of the notion of problem-solving strategy, suggests criteria that may be employed to validate the claim that a certain type of behavior is a strategy, and illustrates the use of the criteria. (Author/RK)

It was reasoned that younger children would be more susceptible to situational uncertainty, and thereby imitate more than older children or peers tested under more structured conditions. Children 6 through 8 and 12 through 14 years old were tested for target-relevant and incidental imitation under conditions of high and low structure. (Editor/RK)

An elementary school teacher demonstrates that one method for helping his students learn is to ask them for suggestions on how "not" to learn. The process was used as a writing assignment, to teach basketball, to make a film, and to motivate teachers. (RK)

Presents Australian high school student responses to questions about what they do in school, how they do it, what they think, and how they feel. Proposes that teachers can learn from these responses, possibly adapting their teaching procedure because of student comments. (RL)

Subjects who read about the legislative process in Oklahoma demonstrated slightly better factual recall of the material than subjects who saw a film version of the same material. (GW)

Effects of verbal and pictorial elaboration on long-term memory were assessed. Second-graders learned a list of nouns by the paired-associate method, and long-term retention was assessed after seven days. Results indicated that although elaboration facilitates initial acquisition, it neither helps nor hinders long-term retention. (Author/RD)

College students read passages and answered either verbatim or parphrased adjunct questions either inserted in the text or massed at the end of the passage. Passage review was varied. On the post-test containing unfamiliar paraphrased questions, students given inserted paraphrased adjunct questions outperformed the others. Paraphrased questions…

In two experiments, undergraduates who completed the last words of sentences they read learned more than subjects who simply read whole sentences. This facilitation was observed even with a list of sentences that were almost always completed with the wrong words. (Author/GDC)

Lower-middle-level managers participated in workshops in which democratization of the learning process itself was essential to the discovery of the features of adaptive human organization. This led to changing working arrangements from individual-task relationships to that of a group of employees responsible for a set of tasks. (Author/MLF)