Limitations of language acquisition research are: the restricted linguistic scope of studies; lack of data in cognitive processes and learning strategies, the role of individual variables, second language acquisition, and the role of social and environmental variables; and undeveloped methodology for data collection and data analysis. (SCC)

Reports on a study that sought to test theories which predict that spacing between two items to be learned improves the probability of remembering at least one of the items. (AM)

Three experiments use a tachistoscopic word recognition task to investigate how skilled readers covert visual input into a speech-related or phonological code during reading. (Author/NCR)

In three major reports on higher education, some common problems emerged as recurrent themes: the absence of faculty responsibility for the curriculum as a whole, the lack of structure in baccalaureate programs, emphasis on specialization results in a tendency to downplay the humanities, thinking and problem solving skills are neglected. (MLW)

Discusses the need to consider students' pre-existing conceptual schemes when teaching chemistry. Reports on a study done in Spain which indicates that the existence of adolescents preconceptions about gases is important to consider when teaching the principles of conservation of substance, mass, and weight. (TW)

Reviews the purposes, underlying assumptions, and curriculum development model for the United Kingdom's "Children's Learning in Science Project." Explains the general features and phases of the constructivist approach to learning that the program advocates. Identifies theoretical developments on children's ideas, the constructivist view…

Suggests that the process view of science is flawed. Argues that (1) it is superficial and misleading to portray the method of science in process terms; (2) many of the processes have no special association with science; and (3) there is no evidence that performance is improved. Speaks of the challenge facing science education. (RT)

Presents an adaptation of "Euler's Circles" as a metacognitive tool for learning. Provides background about diagraming and learning theory. Details concept circle diagrams and considers their relationship to Ausubelian learning theory. Gives examples of the use of concept circles and rules for concept circle construction. (CW)

Describes a teaching method that actively involves elementary school children in science lessons by having them teach lessons to their peers. Gives examples of teacher and student strategies. Describes evaluation of the students and student progress with time. Reviews depth of thinking and questioning by students in this activity. (CW)

Retarded and nonretarded persons were compared on a task designed to preclude the use of cognitive strategies. Results suggest the possible importance of automatic processing deficiencies and invite a reconsideration of the idea that the relationship between intelligence and memory is due entirely to effortful processes. (LMO)

Reports on a study showing that teachers' understanding of learning and the age of children affect children's comprehension styles. (EL)

Reports on three studies that investigated the knowledge gained by students, ranging from grade 3 to graduate school level, from exposure to single examples of literary types. Concludes that students of all ages showed evidence of some pick up of rhetorical knowledge, although of limited complexity. Contains materials used in the study. (FL)

This study is to explore the potential of Fauconnier's mental space theory in understanding the teaching and learning processes of mathematics. Notions from cognitive linguistics have been introduced to research in mathematics education recently, but there have been little studies about what potential the framework of mental space has in…

Cognitive style identifies the ways individuals react to different situations. Cognitive styles include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Intended for researchers, psychologists, child development specialists, and early childhood…

Conceptual problems hinder the development of computer-assisted art instruction. Presented is a framework to guide the organization of instruction and to facilitate the selection of computer strategies appropriate to particular art learning situations. Various types of computer-assisted instruction are presented within a continuum of teaching…