"This paper consists of three sections--(a) the relation of theoretical analyses of learning to curriculum design, (b) the role of information-processing models in analyses of learning processes, and (c) selected examples of the application of information-processing models to curriculum design problems." (Author)

A study showed that students using programed material completed their units of work faster and had a higher achievement rate than students taught conventionally. (DR)

Described a method of teaching art to students who have no formal art background. (RK)

Provides nine methods students can use to file information efficiently while reading: (1) time-space arrangements, (2) absurd pictures, (3) narratives, (4) rhymes, (5) acronyms, (6) acrostics, (7) numerical acrostics, (8) graphic illustrations, and (9) spontaneous associations. (FL)

Gives history of use of language laboratories in second-language learning and suggests ways to make time spent by language students in the language laboratory more worthwhile. Claims technological advancement needs effective hardware combined with an understanding of how students learn languages. (Author/BK)

Notes the connections between the process of writing and the process of intellectual discovery. Reviews some studies of the inquiry process and applies their results to the goals and methods of teaching composition. (RL)

Contends that comprehension is the specific result of a reader's interaction with the text and the context in which the interaction occurs. Offers four features that might form the context of comprehension: methods of measurement, instructional environment, the text, and individual differences within the reader. (FL)

Offers a "slide rule" model of learning behaviors and interrelationships among the four domains of learning (affective, cognitive, psychomotor, and perceptual) to help vocational-technical educators structure learning outcomes. (SK)

In a study of seventh graders playing concept and skill games in mathematics, it was found that grouping students according to prior achievement did not make a major difference in their learning. (JD)

Discusses methods for encouraging advanced language students to learn on their own. Successful learning results from the high stimulation and continuous activity of conscious and unconscious observation. If the learner is enabled to observe consciously outside the classroom, he will do it unconsciously and learning will be constant. (PJM)

Suggested teaching techniques for secondary reading include clarifying the learning task, avoiding information overload, encouraging risk taking, and understanding the nature of feedback. (MKM)

Notes that traditional methods of teaching vocabulary development do not reflect the learning patterns of basic writing students. Suggests ways of modifying vocabulary instruction to help remedial students. (RL)

A continuation of the exploration of the various ways that knowledge and insight are achieved. Explains that even instruction in basic skills can benefit from this appreciation. Provides descriptions of classroom activities that demonstrate how the various modes of knowing can be used for conceptual exploration. (FL)

Rejects the belief that teaching music reading affects the teaching of language reading. Article is a further extension of the research provided by Ruth Zinar on the connection between the two (EJ 147 534). (Editor/RK)

This article briefly summarizes educational techniques used in America and what can be done to best implement them. (JD)