In two experiments, college student pairs who were given a systematic strategy for learning cooperatively from a text were compared with pairs who created their own strategies and with individuals who used the systematic or their own strategy. The cooperative learning strategy facilitated both initial learning and transfer. (Author/GDC)

The effects of retelling (free recall) upon comprehension and recall of text information for fourth-grade students were investigated. After training sessions, students silently read a test passage and either retold or illustrated the important parts of the passage. Significant differences were found on all measures of reading comprehension in…

An ambiguity in Gagne and Briggs' model of instructional design was investigated using treatments which contrasted verbal expository and guided discovery forms of presentation. Analysis found the guided discovery method as effective as the expository method on all measures. Implications are discussed. (Author/MT)

Teaching name mnemonics on the first day of class in psychology courses can demonstrate the power of cognition via a firsthand experience. Students create mnemonics for each other in small groups. Students then describe their name mnemonics to the class. (RM)

Textbook authors, presenting aggregate demand-aggregate supply (AD-AS), are admonished to set their houses in order. The traditional Keynesian cross model should continue to be used as a pedagogical device. A version superior to the AD-AS models found in many texts is presented. (Author/RM)

Points out difficulties experienced by developmental students in dealing with abstractions in language and mathematics. Shows how students can be taught mathematical concepts by using concrete examples and their own colloquial language to better grasp abstractions. (DMM)

Research is reviewed on language growth between 10-14 years in children with language-learning disabilities. Delays are discussed in semantic development, concept formation, syntactic development, memory, and pragmatics. A strategies-based intervention focus is described along with the need for counseling and for developing adaptive coping and…

Describes an investigation of the effects of mnemonic processing on interference phenomena. College students in two treatment groups and a control group read fictitious biographical passages. Although integrated imagery-mnemonic subjects recalled more factual information than separate mnemonic subjects, their recall was not statistically different…

Judgments of 126 military instructors on 129 candidate skills were factor analyzed to identify the basic cognitive skills soldiers must possess before entering the Army. Results suggest that for all occupational specialties studied, skills related to the learning process are as crucial as academic skills for successful training course completion.…

Reports on programs and activities designed to teach thinking skills either as a separate school subject or as a strand in a content area. (FL)

The effectiveness of three methods of teaching social studies concepts is examined in this article. Sixth grade students were assigned to a group focusing on either reading-recitation, presentation of examples and non-examples only, or a group based on Merrill and Tennyson's model. Results are presented. (Author/DF)

Reviews literature on (1) prerequisite skills students should develop prior to learning a textbook-study system, (2) teaching activities undertaken before introducing a system to a class, and (3) recommended procedures for teaching SQ3R. (FL)

Two experiments tested the assertion that development of quantitative knowledge follows a U-shaped course with an early stage of conservation based on functional significance. Tested three age groups of children from three to six years. Results suggest the assertion is unwarranted and reveal that performance in younger children is best interpreted…

Presents highlights of cognitive science research into learning processes. Discusses concepts such as qualitative understanding (the process of relating new information to a preexistent context) and metacognition (strategies for monitoring thought and regulating one's own behavior according to what a task demands). (TE)

Indicates that postsecondary business educators should use adult education teaching techniques to teach students how to learn, while providing job skills. (JOW)