Reports three experiments with kindergartners and first graders which used one-trial multidimensional reasoning tasks like those of Toppino (Journal of Experimental Child Psychology, v30, p496-512, 1980). Feedback information and preliminary experience with simple forms of the task produced high performance levels, and verbal labeling in the…

Describes children's process of constructing their own knowledge by going through one level after another of being "wrong" and relates this process to reading. Describes six strategies children invent and discusses implications for teaching. (AS)

Discusses the impact of computer programing instruction on cognitive skills and suggests two mechanisms of transfer--low road, from practice, and high road, from generalization. Previous research that tried to measure transfer from programing is reviewed, six categories in which transfer might occur are presented, and 71 references are provided.…

Considers two basic models of the teaching-learning process, described as the didactic and the communication models, and applies them to computer assisted learning. Conventional and intelligent tutorials and simulation are used as examples to compare the amount of control students have over learning strategy, content manipulation, and domain…

Describes the results of a survey of highly successful junior high and middle school students, which asked open-ended questions about their perceptions of spelling. Indicates that visualizing is the most common strategy for learning new words, followed by dictionary use and repeating words over and over. (SKC)

The study examined the communicative competence of 30 learning disabled and 30 non-learning disabled children (ages 9 to 13) in both referential and semistructured dyadic communication tasks. The use of both instructional strategies influenced the quality of subjects' verbal communicative interactions. (Author/DB)

Proposes the use of a five-component (motivation, knowledge, skills, outcomes, and context) relational model of communication competence (Spitzberg and Cupach, 1984) as a foundation for understanding and working with students experiencing anxiety in using a second language. Offers specific exercises for helping students manage their perceptions of…

Illustrates how advance organizers can be used to aid the second-language decoding process. Devices considered include cognate recognition, syllable-morpheme information, contextualized meaning, chronological ordering, time-frame reference, cross-cultural differences, redefinitions, and direction of discourse. (CB)

Discusses the need for interaction between teaching and library faculty to design undergraduate assignments that demand effective library use and research skills. Examples of appropriate assignments are given. (4 references) (CLB)

States that cognitive mapping is an instructional strategy that encourages active participation, helps young children see relationships, promotes the organization of information, and allows the teacher flexibility. Outlines a five-step process using cognitive mapping in lesson development. (BSR)

Based on observations made in an introductory psychology course, the author offers suggestions to instructors who use the lecture-textbook-test method of instruction. States that students should be taught appropriate study and note-taking skills and that they should be encouraged to ask questions when they encounter difficulty. (GEA)

Description of technique to enhance the development of learning skills, called Developing Skilled Learners (DSL), focuses on two case studies in British industry. The effects of change generated by new technology are discussed and the emphasis on learning processes rather than training methods is explained. (LRW)

Reviews research findings on transfer of learning and indicates that current research (especially metacognition) holds considerable promise for a more complete understanding of the mechanisms of transfer. (NKA)

Suggestions presented for special education teachers evaluating or preparing mildly or moderately disabled students for integration into mainstreamed classes include: training students to understand the difference between the resource and mainstreamed classes (directions, group activities); meeting with the regular classroom teacher; and teaching…

Reviews literature regarding American Indian/Alaskan Native learning styles and related teaching styles, focusing on the recent theory that culture plays an important part in determining the students' learning styles, which may not be congruent with the school learning style. (Author/CB)