Presents a classroom technique for demonstrating the post-factum interpretation problem. Describes the various ways that students interpreted data concerning the percentage of men and women in traditionally female occupations. Discusses the various uses of this technique in both introductory and research classes. (KO)

This article examines task sheets and their use in the physical education curriculum. Task sheets allow students to progress at their own rate. They can be used to teach and evaluate closed skills and to encourage problem solving and discovery. Two examples of task sheets are included. (IAH)

Measures the effects of training students to make annotations vs. training them in journal writing, as preparation for objective and essay tests on novels. Finds annotations more effective for objective test items but not for essays. Finds that writing inferential annotations appeared to be correlated with answering inferential questions…

Argues that word learnability and ease in the second-language classroom can serve as guidelines in second-language instruction for the following: the selection of words to be taught; the presentation of words; the facilitation of long-term memorization; the development of strategies for self-learning; and the assessment of vocabulary knowledge.…

Suggests four methods to help students make intelligent guesses and expand their Spanish vocabulary through induction of cognate patterns, including making students consciously aware of cognate patterns; emphasizing general patterns of English abstract words and their corresponding Spanish cognates; enhancing inductive learning strategies through…

Provides insight into how to more fully realize the potential of computer-assisted language learning, emphasizing the importance of sound methodology and the employment of appropriate technology to measure students' progress. (CB)

Discusses the relation of individual differences to cognitive styles in the early childhood education classroom. Topics include the use of knowledge of cognitive styles in classrooms and in matching teachers to children. (RJC)

The accuracy of Houle's typology in providing an accurate conceptual description of systematic structural forms of continuing professional education and business education instructors was tested via a survey of 98 (of 129) business educators. Results of rotation factor analysis added inquiry/reinforcement to Houle's 3 learning modes of…

Sixty-one undergraduate students used a taxonomic instructional aid, a mnemonic aid, or their own methods to master the content of a passage describing a plant classification system and the distinguishing characteristics of the plant groups within that system. The demonstrated advantages of mnemonic strategies are discussed. (SLD)

The article describes a two-year learning strategies program for ninth and tenth grade learning-disabled students which involves four tutorial periods and four learning strategy classes per week, and team teaching of strategy development in mainstream classes. The program has fostered independence and generalization of learned strategies to…

The article reviews the research on composition and transcription writing skills conducted with elementary-aged learning-disabled students and published during the last five years. Conclusions are drawn concerning the influence of: text production method, specific interventions, text structure knowledge, word presentation form, and…

Discusses social competence in young children and its implications for social and academic adjustment later in life. Suggests methods which teachers can use to assess social competence and to help children develop social skills. (RJC)

Proposes a theoretical psychological model for strategy instruction. Describes the complexity of the profile of a competent strategy user. Comments on important strategy instruction. (DE)

Elaborative interrogation was compared to the construction of imaginary representations to determine its efficacy in fact learning. Four experiments, involving a total of 260 undergraduate students, indicated that elaborative interrogation is equally as powerful a learning procedure as is imaginary representation and that both are useful during…

Relates what the author learned about learning through journal writing, namely: strategies to make order from confusion; ways to connect one's learning to the rest of one's life; ways to become aware not only of what we learn, but of how we learn, both alone and together. (SR)