High among the many purposes of education is the conjecture that higher-levels of cognitive activity are important to learning and intellectual development. One of the most exciting educational implications is the leverage that one may expect by enhancing learning at the cognitive and metacognitive levels. Despite the relatively rich history in…

It is suggested that generalizations about critical learning conditions and outcomes can be made within categories of learning processes but not across them. Implications of this proposition are examined. (Author/MM)

Results indicate that verbalization is the preferred symbolic process in young children. Portions of this paper were presented at the annual meeting of the American Educational Research Association, Los Angeles, California, 1969. (MH)

Presents procedures, results, and conclusions of a study to see if psychological relations of association and similarity are consistent with a model to account for learned relations among concepts by college physics majors. The role of these relations in evaluating conceptual knowledge is dismissed. (DS)

Acceptance of the concept of man as a rational animal is fundamental to an understanding of what it means to become human. (JH)

Research supported by National Research Council of Canada Grant No. APA-250.

This article examines the research on different levels of questions inserted in prose. The first section defines the level of questions and presents a number of theoretical issues. The second section discusses methodological issues in research, such as inadequate directions to subjects. The final section provides recommendations for further…

Reviews major learning theories that can be followed by business communication instructors, including those by David Ausubel, Albert Bandura, Kurt Lewin, Edward Thorndike, B.F. Skinner, and Robert Gagne. (LRA)

Two experiments, consisting of eight set operation tasks, were conducted to examine rule-learning in children. Subjects were 179 boys ranging in age from 7.9 to 15.4 years. (MP)

Educators can either decry the changing brain and the media-saturated culture or adapt schools to accommodate these changes. New cognitive research affirms some time-honored practices, but is opening up new possibilities concerning the development of young brains; the role of emotions in learning; and the importance of connections to past…

A reminding-based generalization view of category learning was studied in 4 experiments involving a total of 247 college students. Experiments demonstrated that categorization by reminding can affect what is learned about the category and later categorization performance. Implications of the results for category learning are discussed. (SLD)

Argues that the mission of the university is to create intelligence. Defines intelligence, discusses research on cognitive processes of learning, and discusses obstacles to using the demonstrate-label-coach-mastery strategy emphasizing the value of the clinical approach used to teach seven specific skills. Presents a classroom illustration of this…

Investigates whether pretend play is an area of advanced understanding with reference to certain skills that are implicated in both pretend play and a theory of mind, including the ability to (1) represent one object as two things at once; (2) see one object as representing another; and (3) represent mental representations. (MDM)