A distinction in the educational process is made between that which is taught and learned, and the learning event itself. The ultimate result is seen as an appreciation and awareness of one'e existence in reality and a heightened sense of the humanly enhancing experience of thinking. (MLW)

A survey of teenagers in Missouri assessing their knowledge of contraception, abortion, reproduction, and venereal disease is reported. Results indicate that lack of information rather than incorrect information is the principal problem, and that teenagers are better informed about abortion than about birth control methods or reproduction. (JMF)

Argues that the acquisition and retention of scientific knowledge depends upon interest specialization. Through path analysis, authors show that origins of interest, acquisition behaviors, and retained knowledge are rooted in post-high school science course experiences, and that knowledge comes from interest. (JMF)

Recounts various answers offered to the question of why the study of history is or is not a valid undertaking, offers reasons why historians must make their research more useful, and suggests that learning will come to an end when historians no longer believe in their own worth and no longer strive for high professional standards. (DB)

Clarifies problems concerning the nature and scope of rhetoric, including its relation to human knowledge, by viewing rhetorical methods as universal, rule-governed, and productive of knowledge having normative force. Knowledge is conceptualized as developing within a social-symbolic sphere of methods, subject matters, derivations, applications,…

In this reconsideration of social knowledge, an attempt is made to resolve ambiguities related to the original project on social knowledge. Three regions of dispute fostered by the original essay are examined and explained: the definition of social knowledge, the issue of form, and the problems of normative impact. (JMF)

The knowledge and awareness of 100 police officers, 75 lawyers, and 35 judges regarding mental retardation and the mentally retarded offender were examined. (CL)

Describes a model training program structured to provide basic knowledge and skills for child protective workers. (CM)

Using a structured interview, 48 3- to 16-year-old children were questioned about their knowledge of religious and satanic concepts. Although few children evinced direct knowledge of ritual abuse, many revealed general knowledge of satanism and satanic worship. Results suggest that most children probably do not generally possess sufficient…

The paper discusses the process of achieving a conceptual understanding of domain knowledge, examining what type of knowledge matters most in all domains and suggesting the importance of capturing the unique essence within each discipline of what it means to know and understand within that domain. (SM)

Examined infants' use of configural and physical knowledge in segregating three-dimensional adjacent displays. Found that infants do use configural knowledge: they expect similar parts to belong to same unit and dissimilar parts to belong to distinct units. Also found that physical knowledge, such as impenetrability and support, influences their…

A developmental theory of adult intelligence is proposed called PPIK. The PPIK theory integrates intelligence as process, personality, interests, and intelligence-as-knowledge. Data from the study of knowledge structures are examined in the context of the theory and in relation to measures of content abilities. (SLD)

Responses from 178 of 528 pediatric nurses showed that higher education levels or courses in research design and use were associated with positive attitudes toward research. Higher education levels were associated with self-reported research use; completing research-related courses was not independently associated with higher research use.…

This study examined the understanding of historical time among elementary school students ages 6-12 years in Northern Ireland. Findings indicated that students relied on two effective tools (factual information about material history and their own experience) and two ineffective tools (looking for examples of progress/development, and anchoring…

A survey of 89 children and adolescents (ages 6 through 16) with visual impairments found that only 34% knew the name of their visual impairment and 14% knew how they acquired their visual impairment. The need for information materials geared to children and for an open environment in which children can ask questions is emphasized. (CR)