The process of learning with respect to age is discussed. Learning may be defined as the acquisition of information or skills. Three non-cognitive factors varying with age are loss of speed, health, and motivation. Studies on learning in relation to age have not controlled for non-learning factors. Perceptual and psychomotor studies are not…

When the task of evaluating student learning is carefully considered, two major problems emerge. One is the gathering of the most appropriate and precise evidence possible about the learning. The other is the setting of performance standards against which this evidence may be weighed and the adequacy of each student's learning judged. This paper…

The generation of dynamic mental imagery is known to facilitate paired associate (PA) learning in older subjects. Wolff and Levin (in press) have reported that children who were apparently too young to generate mental imagery of this kind did benefit from self-generated motoric interactions involving pairs of toys. Since the result was obtained…

This paper considers the processes involved as children and adults learn a new language. For the child this can mean learning his native language. One difference between learning a language in a classroom and in a "live" situation is motivation toward communication. The child learning his mother tongue is highly motivated to communicate, as are…

One of the most important capacities which children employ when learning language is the capacity to generalize. A child who hears an utterance of a verbal expression while perceiving a particular object (or action, aspect, etc.) becomes normally able to apply the expression not only to this object but also to all those objects which, for him, are…

This study attempts to determine if individual differences in multitask performance are due in part to the cognitive competence (i.e., the consistent, rule-based strategy) the subject brings to the task. A battery of learning (discrimination shift, transposition, incidental learning and paired-associate learning), cognitive-developmental…

Reports on research showing that when an event, or a problem, is repeated, the processing of that event is not necessarily repeated. Instead, sometimes the solution is remembered, and this is shown to influence subsequent retention, as well as such tasks as word perception. (AM)

Through the application of psychological and moral development principles to teacher education curricula, the author constructed a series of active learning experiences followed by structured reflection on those experiences. Major elements included teaching counseling skills directly to preservice teachers. Prepared for the Chicago, 1975 American…

Discusses the links between classroom teaching activities and the learning of different textual forms. Presents results from a three-year study of one teacher's classroom interactions and activities. Advocates a theory of genre acquisition of different kinds of text form by young learners which is anchored in contextually relevant data. (MM)

Presents data which leads to the construction of a response to the question of how different phases of the learning cycle influence physics students' content achievement and attitudes. Discusses the importance of the learning cycle in science instruction and the strength of using contrasting techniques (qualitative and quantitative) in research.…

Describes activities designed to help students think critically and to accurately process information. (FL)

Examines how six high school juniors approached three common study tasks: completing short answer study questions, taking notes, and writing essays. Concludes that different study activities involve students in very different thinking patterns and also lead to different kinds of learning. (HOD)

Describes a classroom project for middle school students where developmental theory was translated into instruction promoting cognitive development. (MD)

Employs a well-developed information-processing task to assess the nature of the representation and activitation of letters and geometrical figures and the changes that occur with reading development. (FL)

Discusses how children's knowledge can be measured/described, knowledge patterns across diverse concepts, interaction of knowledge/learning, and ways children construct more advanced problem-solving rules to replace less adequate ones. Evidence, drawn from studies on children's acquisition of knowledge about balance beams, suggests that knowledge…