Recommends teaching learning-to-learn competencies simultaneously with the course content. Reviews competencies needed for effective learning in the areas of information processing, active study strategies, and self-management. Illustrates opportunities for instructors to teach learning competencies while presenting material or explaining course…

The article uses Jean Piaget's theory of four stages of intellectual growth to describe (1) developmental aspects of the six- to seven-year-old child which are pertinent to the teaching of social studies and (2) a social studies program which teaches rational thinking. (Author/KC)

High school students enrolled in a French course learned vocabulary words under conditions of either massed or distributed practice. Though performance of the two groups was virtually identical immediately after completion of the study, the students who had learned the vocabulary by distributed practice did substantially better on a second test…

Pleads for carefully designed learning activities and teaching-learning strategies for developing semantic and speech-functional competence, to improve the spoken English of German students. (IFS/WGA)

A study of the differences in cognitive learning styles used by students learning mathematics and English is presented and an attempt is made to determine if students do change their learning styles as they move from one subject area to another. (JMF)

The article examines the nature of performance deficits in exceptional learners as they relate to the ability to perform complex cognitive tasks. (PHR)

Draws upon recent publications dealing with brain function (particularly F. Vester, "Denken, Lernen, Vergessen", Munich, 1978) for ideas for foreign language teaching. These include constant use of the foreign language in the classroom, frequent repetition, and avoidance of false associations by explanation in the native language.…

Summarizes a seminar discussion on teaching composition skills to elementary school students. (MP)

Certain thinking and language skills are common to content disciplines. Different types of thinking are triggered by factual, convergent, divergent, and judgmental questions. The four levels of oral and written response are factual, logical, creative, and judgmental. An effective school language policy balances and integrates these skills in the…

The paper deals with the effects of general experiences and specific educational practices on the structure and functioning of the central nervous system. (CL)

Describes a test designed to measure outcomes of "inquiry" social studies programs in elementary schools. Results indicate that inquiry students, or those whose teachers use inductive methods to encourage active participation in learning, perform better than noninquiry students on tasks requiring higher cognitive processes. (Author/KC)

The article outlines specific procedures for analyzing student errors and using the information gained as a tool for making appropriate assessment and instructional decisions. (DLS)

The author contends that in order to change teacher classroom behavior, the thought processes of the teacher (while teaching) must be made conscious and be altered through in-service training. (JKS)

Addresses the question of which basics to teach in the social studies and how to find time to teach basics as well as everything else required in the curriculum. Gives practical hints on ways to integrate basics into conventional social studies objectives. (Author/AV)

Discusses how behavioral objectives and knowledge are related, what form a performance test theory should take, why some people can skip prerequisites whereas others cannot, how people discover new information, the relationship between content and performance analysis, and, how one might apply the structural approach in adaptive instruction.…