Discusses prevailing ideas of how children learn language and addresses the argument of rules versus analogies in learning to form the past tense of verbs. Cites cases involving connectionist models. (ML)

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)

Replies to Steinberg's article on protocol analysis in this issue and argues that even if the writing process is a problem-solving process, it is too complex to analyze sufficiently using protocols. (SRT)

An inductive concept-identification model of expository text processing, consonant with current theories of macrostructure development, is proposed as part of a reading comprehension instruction model. An evaluation study with fourth and sixth graders is described. Results are interpreted as supporting the model. (Author/BS)

Argues that the mystery surrounding comprehension development can be dispelled by an understanding of schema theory and linguistic theory and especially by an understanding of W. Kintsch's model of comprehension, which draws from those bodies of theory. Describes teaching methods based upon Kintsch's model. (FL)

Describes an experiment to test two assumptions concerning what is stored in the memory with regard to sentence structure: (1) that the linear effect observed is based on a tally model rather than on an integrationist mechanism; (2) that this linear effect is not uniquely the result of a mechanism operating at comprehension. (CLK)

This study attempts to discriminate between 2 theories about strategies Ss use when trying to remember a linear ordering. (Editor)

Research supported in part by a United States Public Health Service Grant from the National Institute of Mental Health. (VM)

After developing the theory that writing is enhanced when the writer discusses his ideas before he submits them to paper, author outlines an experiment to test the theory. (Editor)

In order to establish a simple, logical relationship between the many elements involved in the new social studies such that they may sensibly be used in the classroom, certain basic questions with answers are spelled out here. (Author/JB)

Reviews research on viewers' understanding and retention of television news broadcasts; discusses the cognitive processes of memory and comprehension; and develops two models, one based on episodical memory and the other on semantic networks. Guidelines are offered for research based on both of these models. More than 40 sources are cited. (EAO)