The study paired-associate (PA) learning via the anticipation (ANT) and study-test (ST) procedures across second, third, fourth and fifth grades. Specifically, age differences in the rate of learning and examining PA learning according to the stage analyses were examined. Retention was also of interest: however, a ceiling effect negated the…

THE STUDIES REPORTED WERE ATTEMPTS TO LEARN THE INNER ARRANGEMENT OF DOING MATHEMATICS. MATHEMATICS WAS VIEWED AS A MATTER OF SOLVING PROBLEMS BY A SEQUENCE OF STEPS PERFORMED AS AN ALGORITHM. THE PROCESSES STUDIED WERE--(1) COUNTING OR ENUMERATING SETS, (2) SIMPLIFYING COMPLEX LOGICAL STATEMENTS, (3) ADDING LARGE NUMBERS, AND (4) MULTIPLYING.…

THE EFFECTS OF TWO TECHNIQUES FOR TEACHING CHILDREN'S LITERATURE TO SAMPLES OF FIRST-GRADE CHILDREN WERE INVESTIGATED. THE EXPERIMENTAL TREATMENT WAS BASED ON LAWRENCE KUBIE'S MODEL OF THE CREATIVE PROCESS. THE CONTROL GROUP RECEIVED THE CONVENTIONAL PRESENTATION OF CHILDREN'S LITERATURE WITHOUT KUBIE'S EMPHASIS ON METAPHORICAL AND PRECONSCIOUS…

THE LEARNING OF VERBALLY CONDITIONED MATERIAL WAS STUDIED TO CLARIFY SOME OF THE CONDITIONS UNDER WHICH SUCH LEARNING IS ACCOMPANIED BY THE USE OF HIGHER MENTAL PROCESSES, AND THE CONDITIONS UNDER WHICH IT IS NOT. THE STARTING POINT FOR THIS RESEARCH WAS THE PREMISE THAT LEARNING IN VERBAL CONDITIONING CAN OCCUR EITHER WITH OR WITHOUT AWARENESS ON…

The case for integrating the problem-solving approach to learning with traditional explanatory and demonstrative approaches, but not replacing them, when teaching biology is presented. (ND)

In two experiments, subjects verified 15 bird and 15 tool names on a list coming under either the category bird/tool (second hierarchical level [L2] of verification) or the category animate/inanimate (fourth hierarchical level [L4] verification). Subjects recalled fewer words following the L4 than the L2 verification. (Author/RM)

Two experiments are reported to investigate the theory that since auditory sensory memory is used to store memory information, concurrent auditory stimulation should destroy memory information and thus reduce recall performance. (Author/RM)

Three experiments are reported investigating the relationship between response recall and the spacing of repetitions as a function of the retention interval. The results of the experiments support the theory which emphasizes the nature of the cues available for retrieval. (Author/RM)

This examination of retrieval interference in memory theories argues that relevant world knowledge can reduce interference by integrating factors learned about a concept. Three recognition experiments were conducted and two hypotheses were considered to account for the results: human associative memory and script analysis. (Author/RD)

Considers the characteristics of large-scale spatial representations from three viewpoints and discusses a few implications of the existence of these representations for education. (Author/MLF)

To participate in the increase and dissemination of knowledge about children, the researcher must accept the problem of seeking to become a child again, to re-find discovery and inquiry without their metaphysical underpinnings and conventional opinions. An extended anecdote illustrates one way the author attempted to do this. (MJB)

In these studies, people recalled additional, previously unrecalled information from stories following instruction to take a new perspective. The data clearly show the operation of retrieval processes independent from encoding processes. (SW)

The progressive inflection "-ing" appears to be the earliest verb inflection acquired by children learning English as their first language. Explanations are made on why the progressive is rarely, if ever, overgeneralized to inappropriate forms. (SW)

In this article the stages of learning how to read are outlined, and successful methods of teaching reading are described. (JD)

Aspects of the processing of frequency information were investigated in two studies. The first showed that second graders were as prepared to process frequency differences as adults. The second showed that practice at frequency counting does not improve the performance of young adults and neither does feedback regarding earlier performance.…