Arting and loving are treated as primary instances of "creative learning" in this paper. Further, it is maintained that this learning is of such a kind that in it everything must be learned at once, even though it is generally alleged that it cannot be taught at all. The discussion includes topics such as loving and actualization of potential, the…

Discusses the nature of the internal representation of cognitive structure, the methodological problems involved in mapping it, and the proposed kinds of "maps." Reviews research on the organization of scientific concepts in semantic memory. (GA)

The common developmental problems of young adults--career focus, sex confidence, clarification of beliefs, and separation from parents--provide themes of interest to young adults. Using these themes and the human tendency to problem solve, specific information can be given to improve personal problem-solving skills without psychological games.…

Critically examines papers by Wellman and Estes, Olson and Torrance, and Hall and Nagy. (AEW)

Discusses the French educational reforms between 1969 and 1985, examining their effects on the teaching of history and geography, which are mandatory throughout pre-university education. Writing for elementary school teachers, Marbeau considers the construction of knowledge in children aged 6 to 11, in history, geography, and the social sciences.…

Elaborates on R. M. Gagne's distinction between lateral and vertical transfer for written composition. Claims that the theory of lateral and vertical transfer as applied to writing is compatible with (1) current conceptions of declarative and procedural cognitive processes and (2) a balanced pedagogy of both student-centered and direct,…

Describes a stage structure concern for children and phonics. Discusses that among all of the cognitive concepts and abilities constructed by young children, quantitative operations are most closely associated with early successful use of phonics. (JK)

Describes three studies that examined how young children distinguish between the real, physical world and the mental world; between objects and thoughts; and between doing something and imagining it. (HOD)

Investigates the metalinguistic ability of monolingual or bilingual children between five and nine years of age on two language tasks (grammaticality judgment and correction). (HOD)

Reports on a study that queried intellectually able, but physically handicapped students and their parents about their needs, wants, and expectations from and of the English program. (Includes the questionnaire used.) (HOD)

Describes a preservice teacher education program of Gallaudet College where student teachers participate in the Instrumental Enrichment Program to develop their cognitive skills. Includes an illustrated model. (MD)

Cognitive theories of problem solving and cognitive psychologists' suggestions for teaching problem solving are reviewed. Theories and suggestions from creativity research are also considered. How high proficiency levels in problem solving are acquired and how best to teach problem-solving skills (for both well- and ill-structured problems) are…

While other developmental theories, on a smaller scale, share center stage with Piagetian theory, Jean Piaget will likely be remembered as one of the world's leading psychologists of the twentieth century. This book, with a first version published nearly 20 years ago, attempts to make Piaget's concepts more "user friendly" for those…

Recent research has begun to suggest that epistemological beliefs of students develop to a more sophisticated level with age and education, while other preliminary studies have found that community college students tend to have more naive beliefs about learning and knowledge than do students attending four-year colleges and universities. The…

This paper discusses what is known about learning to date by emphasizing "connections" as necessary for learning. Knowledge about these connections can be placed into four categories: (1) neurological connections; (2) cognitive connections; (3) social connections; and (4) experiential connections. In terms of neurological connections, sensory…