Described is the interview-about-instances method used to gain insight into children's and adults' views of the world and the meanings people have for the words they use in explaining their views. Physics teachers can utilize this technique to become aware of the various concept understandings pupils bring to physics classrooms. (DS)

Refers to the importance assigned to receptive skills in recent teaching plans, and proceeds to a new evaluation of silent reading in the form of so-called extensive reading. To the basic theoretical statements are added some practical working suggestions for the teacher. (IFS/WGA)

Teaching procedures designed to improve children's divergent thinking abilities were administered to two classes of 9- and 10-year-old children, one formal and one informal. Results suggest that appropriate teaching procedures can play a significant part in enhancing children's divergent thinking abilities, particularly verbal abilities.…

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)

Impact of situated cognition on map skill retention and cognitive style effects on learning were studied with 45 fourth graders. Immediate postperformance assessment did not differ for experimental and conventional instruction groups, and conventional instruction groups performed better after delay. Cognitive style affected learning only in the…

Considers the extent to which constructionist epistemology provides a solution for achieving a link between qualitative-ethnographic and cognitivist research on foreign language acquisition. Points to the validity of qualitative research provided that there is clarity and explicitness of process so that those who read research can carry out their…

Discusses cognitive style and culture, and maintains that some students might be considered "at risk" when they are simply field-dependent learners. Describes characteristics of field-dependent and field-independent learners, and discusses strategies for use with the field-dependent learner. (SR)

Investigates the relative effect of two types of explicit grammar instruction on learners' ability to interpret and produce sentences containing the French causative. Indicates processing instruction is as effective as traditional instruction in enabling learners to interpret the French causative; traditional instruction is more effective in…

Following instruction using a stimulus equivalence procedure to teach matching of dictated picture names with printed words, two preschool children were also able to match pictures with printed words, match printed words with pictures, or match printed words with oral names. Results have implications for teaching early reading skills. (Author/DB)

Suggests that students keep writing logs (a record of problems and solutions, techniques, and strategies) as a way to develop conscious control of their writing processes. (RAE)

The use of drama in the classroom provides concrete opportunities to explore such higher-level thinking abilities as synthesis, evaluation, and divergent thinking. Suggested activities for use with upper elementary and secondary students involve pantomime, verbal improvisation, expressing emotions, and developing characters. (JDD)

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.…

Examined how elementary students in three classes using different teaching strategies, presented with discrepant event problems in science, begin the problem-solving process by exploration of the problem space. Because of the constraints imposed by each teaching strategy, none of those used was considered entirely satisfactory. Appendix contains…

Creativity can be distinguished from intelligence, but there is no consensus on how the recognized stages of the creative act can be taught. The steps to rational thinking can and should be intentionally taught and rationality may prepare a base for unexpected creative insights. (DB)

Children of 2 different age groups (11-12, n=246; and 13-14, n=196) were asked to draw and write about dissolving in 2 different ways. Greater percentage of children at both ages gave accurate particle interpretation that accurate view of observable process. Consistency between two ways of looking at dissolving was not found to improve with age.…