Replies to Guttentag's commentary on Brainerd and others' research on forgetting. Discusses measurement of forgetting, differentiation of storage from retrieval factors, and ramifications of findings for strategic or process theories of memory development. Considers the role of research on forgetting in child development research. (BC)

Explains the concept of environmental auditing as analogous to financial auditing, as manifested through the six guiding principles of environmental excellence, and as utilized by industrial and commercial interests. Presents a questionnaire-based method to introduce students to the techniques involved in environmental auditing. (seven references)…

Suggests that metacognition and motivation share similar elements to such a degree that to indulge in one is to indulge in the other. Presents suggestions stemming from these concepts which facilitate students' thinking and learning. (RS)

Children (n=27; ages 9-14) with moderate mental retardation received social skills training using a formal or informal metacognitive strategy approach. Both approaches resulted in acquisition of targeted skills and generalization to another setting. Subjects outperformed chronological age peers and scored as well as mental age peers. (Author/JDD)

This article discusses an approach to teacher education in which strategy training for strategy instruction is integrated with other teaching methods instruction. Current trends in strategy instruction and teacher education are identified, and the integrated approach is described. (43 references) (JL)

This response to a critique (EC 609 161) of the authors' original paper (EC 609 160) on cognitive strategies in children with mental retardation answers specific points raised and makes explicit the theoretical issues underlying their work, including the strategy deficiency hypothesis of mental retardation, developmental issues in strategy…

The STAR (Stop, Think, Ask, Recite) strategy was developed to help a kindergarten student write numerals. The child was encouraged to recite a "saying" while he formed each numeral. For example, to make a "5," the child would say "the man went down the street, around the corner, and his hat blew off." (JDD)

Using a computer-based tutorial called STUDY, students navigate through content and apply studying actions such as underlining, taking notes, requesting elaborations, and attempting test items whereas STUDY creates detailed time-stamped records of the learner's interactions in a log file. Log file data are analyzed using a methodology based on the…

Provides recommendations for designing computer screens that will have positive effects on readability and learning. Topics discussed include the use of capital versus lower case letters; interlinear space; line length; and strategies that aid recall, including the use of chunks and margins, and the location of information in relation to graphics.…

Discusses instructional media and media selection principles that focus on solutions to learning problems. Three steps are described: (1) setting the learning objective, (2) choosing the best instructional technique, and (3) performance evaluation and feedback. Discussion explains four types of media classified by how they react to student…

Asserts that, when students know that someone they trust is behind them, they gain the confidence they need to become strategic learners. Describes the mentor program for bright underachievers at Benchmark School in Media, Pennsylvania. (PRA)

Researchers examined the effects of student-generated knowledge maps as a learning strategy. Eighty-one college students learned to make knowledge maps then participated in in-class and out-of-class testing sessions. Mapping positively affected their performance on recognition and recall tests, positive effects which were maintained. (SM)

Offers ways to teach students to understand and appreciate stories not just for their plots but for their stylistic features. Suggests that teachers demonstrate alternatives by rewriting passages in ways different from those chosen by the author, and asking students to describe the differences. Includes classroom examples. (PRA)

Describes a learning strategy which asks students to write questions that can be answered from the information posted on a graph that they created. (MG)

This article contends that the debate about the necessity of vision in teaching cane travel to people with visual impairments is misguided and is dissolved once the focus is shifted from the instructor's teaching to the student's learning. A proposed alternative model of rehabilitation teaching stresses the role of the cognitive dimension.…