Summarizes the results of research on oral and written language processes and lists problems with computer software that does not reflect that research. (AEA)

Describes a study in which the self-reported language learning behaviors of nonnative English-speaking graduate students were described and then related to the students' gains in language proficiency during the course. Findings indicate that there are two different kinds of learning behaviors that can be accounted for by Krashen's…

Institutions must develop an attitude that will let them deal effectively with mistakes and anticipate future circumstances as present problems. The price of creativity will be greater tolerance for uncertainty and risk. (MSE)

This study showed that Oksapmin children not only spontaneously use the indigenous numerical system of their nontechnical culture but also have created new forms of numerical symbolization and calculation to deal with schooling arithmetic problems. Novel conceptual developments, factors mediating the schools effect, and the influence of prior…

Discusses an alternative framework for handling language testing and proposes some tentative hypotheses concerning principles of language testing. Suggests that taking account of both interlanguage domain engagement and contextualization in testing research, production, and interpretation allows for a richer conceptualization of the language…

This article reports data on the retention of problem-solving performance after one month, four months, and six months, in three separate studies conducted in school settings involving a variety of grades and subjects. (Author/LMO)

Summarizes research conducted at the Center for the Study of Reading at the University of Illinois and points out what it means to daily reading instruction. (FL)

Critically examines the "English ethnographic tradition's" view that classroom instruction transmits propositional knowledge. Uses observed classroom discourse to argue that instruction in fact produces knowledge, both propositional and "how-to". (MCG)

Discusses rationale for distinguishing between task analysis and instructional analysis, contributions they make to instructional design, and why they are dependent on each other. Major functions in the instructional analysis process are described, examples are provided, and benefits of using this approach to achieve effective and efficient…

Rather than emphasize specific facts, teaching science should help develop the whole person. Children learn science best when they are able to choose what they want to know. Suggestions for "living science" rather than parroting facts are offered. (DF)

To assess the teachability of conditional logic structure, the commonly used syllogistic conditional reasoning task was divided into three main components: (1) inductive rule learning; (2) induction of conditional language; and (3) deductive interpretation. When trained on all components, fifth and seventh graders became very competent in dealing…

Opinions differ regarding how much of the available information on a particular topic should be presented in a medical school lecture. Data suggest that lectures to medical students are more effective aids to learning when the information density is limited to a few main points that are essential. Author/MLW)

Notes that neurolinguistic programing, recently introduced in education, helps teachers analyze and overcome barriers to student achievement in reading. Presents applications and implications of the concept. (FL)

Teacher enthusiasm has long been considered an important teacher behavior. However, when 52 first graders were divided into three groups and taught about environmental pollution by the same teacher exhibiting three degrees of enthusiasm, little difference was found. Students taught with a medium level of enthusiasm did perform slightly better. (IS)

The problem of using learning styles to enhance the design of learning environments is discussed. Some questions to be addressed are examined: learning style characteristics that are most likely to prove useful for designing instructional processes, the best way to measure learning style, etc. (MLW)