In connection with the teaching-learning process in shorthand, the author discusses principles and procedures in such aspects of cognitive learning as brain function in symbol processing, short-term memory, stimulus-response modes in decoding, attribute identification in concept learning, contextual cues, and letter-sound associations. (MF)

Demonstrates what is to be understood by "procedural knowledge," at a time when researchers demand more process-oriented language courses to replace factual knowledge-oriented ones. The article presents a neurobiologically based model of the mental processes involved in the acquisition and use of language knowledge and discusses how pedagogical…

Examined the relation between developmental suggestibility effects and preschoolers' emerging ability to reason about conflicting mental representations. Subjects were 42 three- to five-year-olds. Found in the children significant initial encoding and ability to retrieve event details. Also found an integration between children's theory of mind…

Empirical parallels between repetition priming (RP) and automaticity predicted by the instance theory were studied in 4 experiments with a total of 196 introductory psychology students. RP was viewed as the first few steps toward automaticity. Characteristics RP shares with automaticity, beyond a general speed-up with practice, are discussed. (SLD)

Discussion of instructional theory and the teaching-learning process focuses on implementation of the Structural Learning Theory. Topics discussed include learner models and approaches to intelligent tutoring; control mechanisms in information processing systems; human cognition; assessing individual knowledge; and designing intelligent tutors.…

Reports results of 14 studies on children's knowledge about thinking. Suggests that preschoolers appear to know that thinking is an internal mental activity that can refer to real or imaginary objects or events. However, preschoolers are poor at determining when a person is and is not thinking. This shortcoming is considerably less evident in…

Discusses computational studies of learning in artificial neural networks and findings that may provide insights into the learning abilities of the human brain. Describes efforts to test theories about brain information processing, using artificial neural networks. Vignettes include information concerning how a neural network represents…

This paper examines how some fundamental mechanisms of nervous system activity can explain human information processing and the acquisition of knowledge and provides additional theoretical support for constructivist applications to science education reform. The implications for scientific epistemology and conceptual change processes in science…

Reviews and reinterprets current developmental directed-forgetting literature within an inhibition framework. Argues that item-by-item cued directed-forgetting tasks manipulate selective rehearsal to produce greater recall of to-be-remembered than to-be-forgotten items, producing directed-forgetting effects by second grade. Blocked and…

Reviews selected pioneering findings in the child-developmental and adulthood-aging literature and evaluates them within the framework of Nelson (Thomas O.) and Narens' (Louis) (1990) theory of metamemory. Makes suggestions for conceptually-based analytical research to help specify the mechanisms that underlie developmental differences in…

The same issues in science education have been discussed since the 1930s. Discusses the structure of college education and focuses on what students should know and be able to do. Points out the changes in college science instruction. (Contains 11 references.) (YDS)

Delineates the continuing controversy between development and learning, and notes the evidence accumulating for some type of continuum in the processes. Introduces 10 research papers on reconceptualizing the intersection of the two processes and states the arguments for debate and presentation. (ET)

Examines how well students remember information presented through computer-assisted instruction as a function of a self-reference strategy. Memory test scores and student confidence levels were significantly higher for self-reference students. Confidence level had a relatively high correlation with the total memory test score. Amount of time spent…

Argues that diagram interpretation is largely text-dependent and is also dependent upon the use of particular diagram-processing skills which may be very difficult to develop. Discusses some interpretation difficulties and advances strategies to help teachers make more effective use of diagrams. (Contains 20 references.) (Author/WRM)

Judgments of frequency for targets (old items) and foils (similar; dissimilar) steadily increase as the number of times a target is studied increases, but discrimination of targets from similar foils does not steadily improve, a phenomenon termed registration without learning (D. L. Hintzman & T. Curran, 1995; D. L. Hintzman, T. Curran, & B. Oppy,…