Twenty-eight learning disabled children, 6 1/2 years of age, who lacked skills and maturity for first grade placement, were tested randomly, assigned to groups, and trained either in a sequence of activities to improve grouping and memory strategies (experimentals) or in a specialized program of art experiences (controls). (MC)

In a part/whole free-recall paradigm, whole-list learning was examined as a function of the degree of part-list organization and the extent to which it was maintained. (Author)

The differences among children, adolescents, and adults with respect to concept formation and learning processes and speed are discussed. (CK)

Proposes a cognitive information processing approach to instructional theory, which emphasizes the learner's role as opposed to the efficacy of different instructional methods, and posits that student use of cognitive strategies is an important part of the learning process. Findings of prior research are reviewed. Sixty-four references are…