The author categorizes the stages and skills of independent inquiry: the motivation to inquire; skills essential to setting up an inquiry; and modes of concluding an inquiry or verifying a hypothesis. He draws curriculum implications for developing independent learners. (SJL)

Case study recordings of a science lesson are assessed to examine the role of talk in the learning process. Implications are raised for similar informal assessments by practicing teachers. (Author)

For four- and five-year-old lower socioeconomic status children learning basic mathematics, more indirect teacher behavior and the active involvement of the student in the learning process are significantly more effective in facilitating student achievement than is a direct instruction/passive reception learning mode. (JD)

While a coach's practical goals necessitate having a winning team, this need is not inconsistent with other goals motivating players intrinsically, helping athletes deal with competition-related stress, and building an appreciation of individual worth and of team cooperation. (JD)

After a brief reminder of the essentials of the Structure-of-Intellect model, this paper points out what this model can tell us about the nature of learning, the imbalances in education and intelligence testing, about procedures for fostering intellectual growth, and about other incidental educational problems. (Author)

One initial and two follow-up experiments were conducted to test social comparison predictions regarding influence processes related to risk taking in groups. Subjects were 137 male and female college students. (MP)

Special certification for teachers of adolescent students is recommended both because of the uniqueness of these students and of the tasks their teachers perform. (JD)

Proposes that sudden infant death and failure to thrive syndromes may have their origins in aberrations of learning processes due to perinatal stress, unstimulating environment, and/or inadequate learning experiences. (Author/GC)

A reading program for second- and third-grade nonreaders based on neurological development rather than reading or perceptual skills is described. Results of a study of 24 children in the program showed average gains of eight months in reading ability in four months of instruction. (PHR)

Draws upon recent publications dealing with brain function (particularly F. Vester, "Denken, Lernen, Vergessen", Munich, 1978) for ideas for foreign language teaching. These include constant use of the foreign language in the classroom, frequent repetition, and avoidance of false associations by explanation in the native language.…

Discusses the phases in the learning process as described originally by David Hawkins. The aspect of choice is included as each phase is described. The intent of the activities planned according to this approach is a happy, curious, and inquisitive child. (Author/SA)

Certain thinking and language skills are common to content disciplines. Different types of thinking are triggered by factual, convergent, divergent, and judgmental questions. The four levels of oral and written response are factual, logical, creative, and judgmental. An effective school language policy balances and integrates these skills in the…

Examines the effect of various encoding activities on the memory of elementary and college students for pictures and words. (MP)

Timing sensitivity (awareness of rhythm of lapsed time), age, and sex were studied as possible predictors of success in hearing adults' learning of sign language. The results of school evaluations revealed that younger hearing adults with a sensitivity for timing learned sign language faster than did other adults. (PMJ)

Three experiments were conducted to explore the effect of word training on interference patterns in the picture-word task. Subjects were first and second graders. (MP)