Tactile cues were provided to a 19-year-old deaf, blind, and mentally retarded individual to guide her performance on packaging tasks. The tactile prompts effectively guided her on the training task and were also generalized to novel tasks and cues. Continued use of the cues was necessary to maintain performance. (Author/JDD)

Explained are differences in communication, perception, arousal, and motivation for both teaching and learning styles. Experiential education is distinguished from experiential learning, and salient educational strategies are integrated into the educational cycle. (Author/CW)

To study whether children profit from use of explanatory analogies to acquire information from expository text, 24 five-year-old kindergartners and 34 seven-year-old second graders listened to and had to recall texts with and without such analogies. Analogies provided assistance in information acquisition; the effect was stronger for older…

These two articles discuss the contributions of behavioral and cognitive psychology to the design of computer-based instruction (CBI) and describe an integrated meta-model for use with instructional systems design (ISD) called ROPES + (Retrieving, Orienting, Presenting, Encoding, and Sequencing). Highlights include motivation, information…

Approximately half of a group of 12-year-old students were taught fraction and ratio topics by a concrete process-oriented method. The others were taught in the regular way. The concrete, process-oriented approach resulted in significantly improved achievement in, and attitude toward, fractions and ratios. (Author/DC)

Explored differential effects of home strategy training on 184 German and 161 American second-graders. German children were more strategic than American children. Differences were paralleled by strategy instruction in the home. Children's metacognition was significantly correlated with parents' strategy instruction. (RJC)

Describes the results of an experiment designed to test the effectiveness of simple computer-assisted instructional software for sociology classes. Tests a computer tutorial on attribution theory. Found that students who took the computer tutorial did somewhat better on a quiz than the subjects did who only read the material. (KO)

The use of self-questioning strategies with orally presented materials was studied for 32 college students (30 females and 2 males). Results suggest that practice in a self-questioning information-processing procedure can effectively improve college students' comprehension of lectures. (SLD)

Friedman's (1987) immediate feedback, no return test technique was evaluated via student ratings. Students were enthusiastic in their assessment of the technique and believed that it facilitated their learning. (Author)

Individual differences in the recall of procedural and structural/functional information was investigated in situations in which students studied in dyads or alone. Subjects were 303 undergraduates. Dyadic study proved more effective than studying alone. (TJH)

Whereas the writing process is recursive, Instructional Theory into Practice (ITIP) is a linear, sequential series of instructional decisions. By understanding the relationship between these two models, staff development and curriculum specialists can assist teachers by coordinating support group sessions and followup training using a common…

Examines three experimental studies deriving from contrastive analysis predictions and error analysis insights into deviances from expected target language forms. Each of these studies predate the Interlanguage hypothesis. (CB)

Describes the use of hypertext to enhance the study process by linking related information together. Types of links used in hypertext documents are explained, exploratory hypertext systems are discussed, principles of effective studying are reviewed, and three specific hypertext systems are described as examples of how to enhance student learning.…

Discusses basic characteristics of distance education and suggests areas for further development. Topics discussed include distance education as a substitute for conventional education versus a mode of education in its own right; non-contiguous communications; learning content; target groups; course development; and the need to support student…

Described is the generative learning strategy, an approach which encourages pupils to discuss their out-of-school ideas about plant breathing, drinking, wood production, soil, minerals, and leaves, and assist them in linking appropriate ideas together to form an explanation of the origin of plant materials. (CW)