The study compared strategies chosen by second-grade learning disabled (LD) children with short-term memory problems, but with differences in naming facility, and same-age and younger nondisabled children. Subjects with poor naming abilities demonstrated selected strategy failures, while subjects with good naming abilities demonstrated more…

Comparison of teaching U.S. history content to learning disabled junior-high school students using either mnemonic or nonmnemonic materials found that students learned substantially more information when instructed mnemonically. Teachers felt the mnemonic materials were significantly more appropriate for these students than traditional…

Discusses psychotechnology as it relates to the learning process. Topics discussed include states of consciousness; brain wave entraining; sleep learning; cognitive restructuring; learner objectives; implications of psychotechnologies for instructional design and development; and possible future trends, including the need for subjective evaluation…

Reviews the literature concerning children's humor. Discusses major characteristics of early humor based on the child's level of developmental mastery, and proposes a conceptual model of humorous play. (RJC)

Discusses the topic-based approach for primary classroom curriculum. Focuses on the appropriateness of the approach for the acquisition of language and literary skills by children with learning difficulties. (RJC)

Investigated the serial recall strategies of 96 children aged 5-8 years by applying a theoretical and methodological approach originally developed to investigate preschoolers' arithmetic strategies. Results indicated the use of multiple approaches for serial recall and adaptive strategy choices. (RJC)

When a well-conceived combination of innovative learning strategies is used, the results are generally more favorable than those attained using any single strategy. Broadening the scope of planning and implementation will not only help integrate innovations, but will enhance opportunities for collegial sharing. Integration guidelines are provided.…

Conventional computer-assisted instruction (CAI) beyond third grade is failing with at-risk students who cannot consciously deploy thinking strategies or derive meaning from symbols. The HOTS (Higher Order Thinking Skills) program uses CAI as one element comprising learning scenarios; others are dramatic techniques, Socratic conversations, and…

The article describes the Consolidated Method for Independent Learners (CMIL) which is based on schema theory and is designed to develop self efficacy, teach learning strategies, and foster generalization skills in learning-disabled and other handicapped children. (DB)

Investigated the effectiveness of cognitive and exemplary modeling on 64 college women who failed a water-level task. The model's demonstration was followed with near maximal gains in the correct solution of the water-line problems and in the production of correct justifications. (RJC)

Compares the effectiveness of videotaped and written instruction in a sample of 35 mother-infant dyads. Results indicate that written instruction is more effective than videotaped instruction in stimulating responsive maternal involvement, especially in families with a large social network. (RJC)

The article presents a metacognitive intervention for teaching mainstreamed learning-disabled students four learning strategies for thinking before, during, and after class discussions. Instructional and assessment procedures used for teaching the strategies are described. (Author/DB)

Discusses process- and product-oriented early childhood curricula. Describes ways in which process learning can be incorporated into all aspects of the curriculum to support young children's growth. (RJC)

Discusses a mathematics curriculum for children in preschool or kindergarten which emphasizes manipulation. Suggests activities in the following concept areas: observation, classification, comparing and contrasting, seriation, patterning, graphing, informal measurement, and counting. (RJC)

Assesses the effectiveness of training procedures focusing on the acquisition of memory knowledge for 58 second graders. Explicit and implicit training groups were superior to a practice control in recall performance, category organization during study and recall, and metamemory concerning organization as a strategy. (RJC)