This paper presents an overview of research on academic tasks in the classroom and describes some of the themes that are emerging from studies in this area. The concept of "academic task" is defined along with problems associated with using this theoretical construct in classroom research. Three conceptions of how content should be represented to…

The relation of knowledge for solving problems to understanding of general principles in a subject-matter domain is discussed. Theoretical representations, called "conceptual competence," are presented to represent principles that are believed to be understood implicitly by individuals. Implications for problem-solving procedures can be…

It is shown how typical analyses of strategic behavior focus on the "problem of remembering" based on the experimenter's conceptualization of optimum task performance. A new definition of a strategy is suggested in which strategies are seen as attempts to solve the "problem of remembering" as understood by the person. (Author/LMO)

Discussion of advances in technology and in cognitive models of learning focuses on computer activities that are intended to improve the effectiveness of study behavior. Specific cognitive processes contributing to successful study are outlined, and two categories of on-line study--electronic notebooks and on-line review--are described. (24…

The factual and higher-order achievement of field-independent and -dependent learners was tested after exposure to lecture material. Students engaged in one of three learning techniques. The study investigated the encoding and external-storage functions of the three techniques. Methodology and results are discussed. (Author/JL)

Argues that students and teachers should be matched according to similar learning and teaching styles in order to facilitate students' learning. (SRT)

States that learning is most effective when the learner has a basic understanding of established goals, when individual differences are considered, and when concept learning is enhanced by connecting first hand experiences. Advocates the use of social studies activities as a meaningful and logical way to enhance language and learning skills. (GEA)

The review examines cognitive strategy training and self-instructional training with learning disabled children. Discrepancies between potential and performance, cognitive behavior modification, the promotion of active self-regulatory learning styles in arithmetic and reading, and methodological issues and future directions are discussed.…

Strengths and weaknesses of three approaches to the study of the input requirements of second language learners are described. The data-oriented, the language-model, and the processing-model approaches are then compared with respect to their claims concerning the metalinguistic needs of the learner. (Author/CB)

A study examining the performance of college freshmen trained in thinking skills and the relationship of this training to scores on an intelligence scale indicates that groups taught divergent thinking skills scored significantly higher in a comprehension subtest than did groups taught convergent thinking skills or the control group. (Author/CB)

Discusses certain teachers' rejection of prepackaged curricula for infusion of critical thinking skills into their teaching. Observational learning develops thinking skills and deepens understanding of causality and responsibility, whether the context is the Battle of Lexington or Chicken Little's dilemma. Strong administrative support is needed…

Second-grade children were explicitly supplied with zero, one, two, or three components of information to specify the respective contributions of various sources and amounts of acquired strategy-utility information. Metacognitive knowledge was evidenced only when the training regiment included the complete set of critical metacognitive components.…

Developing higher-level thinking skills in students has become an important goal of education. Several books are reviewed that help students apply and experience the thinking processes of fluency, flexibility, originality, and elaboration. (DF)

A study evaluated the retention level of three gymnastics skills learned by health and physical education students using either physical practice or a combination of mental and physical practice. Mental practice was found to have a positive effect on skill retention. Results and recommendations are offered. (DF)

Recognition of the importance of cognitive processes and appropriate learner strategies for achievement in psychomotor tasks is emphasized. A task analysis procedure is proposed to assist in determining strategies for learning. (MT)