A new interactive model of attention, perception, memory, and arousal is introduced; and its use in assessing characteristics of the perceptual process is demonstrated. The principal concern is not the presentation of new data; rather it is placement of existing psychological data within a new context. Topics discussed include: attention as an…

The focus of this paper is on some of the difficulties students experience in learning from texts and in solving other types of academic problems, because of their failure to distinguish between skills needed for everyday thinking and those needed for academic thinking. The paper discusses the types of processing problems children experience when…

Approaches to helping students remember concepts in secondary mathematics are presented. The eleven points listed are: 1) distinguishing between natural and whole numbers; 2) remembering isosceles triangles have two equal sides; 3) finding all possible pairs of integral factors of a given number; 4) recalling the meaning of reflexive, symmetric,…

The methods used and the results obtained by means of the accelerated language learning techniques developed by Georgi Lozanov, Director of the Institute of Suggestology in Bulgaria, are discussed. The following topics are included: (1) discussion of hypermnesia, "super memory," and the reasons foreign languages were chosen for purposes…

Various methods of learning employed to solve problems in mechanical engineering are presented. Results indicate that video recording and playback to students is the most effective instruction process. A comparison of analytical thinking to rote memory was made, and variables which affect learning, such as personality, are discussed. (NTIS)

In this study the effects of operational level on the quality of children's questions and on their free recall were investigated. Subjects were 65 second-, fourth- and sixth-grade children. Children's operational levels were decided by their performance on nine Piagetian tasks. A question asking task was used to study their question quality. At…

Forty learning-disabled fourth graders learned to use a spelling study strategy, studied words under varying conditions, and predicted their scores on a subsequent test. Results indicated that, even without inclusion of specific metacognitive training components, strategy training produced important metacognitive improvement and that metacognitive…

Empirical and theoretical evidence is presented to support the conclusion that improvement of learning ability is an important and viable educational goal. The improvement of learning ability necessitates development not only of specific learning skills, but also an executive control mechanism that automatically accesses and combines learning…

Discusses problems encountered in reading of English by foreign students who are unaccustomed to English script. Considering two levels of reading, students having difficulties at one level will regress by reason of vertical decalage to a lower level of learning strategy. This is manifested by a more intent focus on individual letters if the pupil…

This book reviews how the brain processes, stores, and retains information and how teachers can guide students in accessing this information by utilizing their individual learning styles and strengths. It offers practical strategies and applications for accessing these sensory pathways, connecting learned content to the real world. Seven chapters…

This paper argues that successful programs for students with learning disabilities provide ongoing, intensive, explicit, and direct instruction in learning strategies that enable students to become independent learners. It then describes SMARTER teaching, a method developed to help teachers shift their approaches to teaching to make them more…

Use of video recorders may enhance young children's comprehension, recall, memory, and problem-solving skills. Research should be conducted on ways in which the combination of the video recorder and computer technology may facilitate children's learning processes. (RH)

Learning place geography is an important part of school geography. Reports on research findings addressing effective ways to teach place geography. Finds that research indicates significant differences between mnemonic and non-mnemonic treatment groups. (CFR)

Describes the distributed practice technique to review course material. Results of a study to compare distributed practice to massed practice indicated that students using the distributed practice technique scored significantly higher when tested two months after practice was completed. (MDH)

Defines memory skills as techniques for increasing initial learning and long-term retention of information, and argues that good memory skills are important. Nine ways in which teachers can improve the ability of students to remember are presented. Emphasis is placed on mnemonic strategies. (SLD)