A program is described in which drama is used as an integral educational tool in conjunction with the study of literature, social studies, and history. The program adapts drama as a forum for presentations, debates on history or present-day events, and the study of biographies of great people. (JDD)

Eighty-nine children, aged 4-8, generalized a problem-solving strategy learned on one task to a different version of the task. Compared to average-Intelligence Quotient children, the high-Intelligence Quotient children learned more from their illegal moves and more frequently recognized similarities in the tasks' features. (Author/JDD)

This study of 75 gifted students in grades 6-8 found that the group receiving Creative Problem Solving training with transfer strategies infused had a higher percentage of students applying the strategies to problems out of the context of the training sessions, compared to control group students and students receiving traditional training.…

A distinction is drawn between representational and processing models of second-language acquisition. The first approach is derived primarily from linguistics, the second from psychology. Both fields, it is argued, need to collaborate more fully, overcoming disciplinary narrowness in order to achieve more fruitful research. (GLR)

Presented are guidelines for designing and incorporating cooperative group learning strategies into teacher preparation courses. Guidelines include determining appropriate content, selecting a cooperative format, forming cooperative groups, teaching cooperative skills, providing feedback, and evaluating learning. The student satisfaction results…

A study evaluated the usefulness of instruction in specific learning strategies to improve the learning processes of students with learning disabilities and attention deficits. The intervention sought to provide students with tools for maximizing atypical strengths, remediating weaknesses, and activating processing. Some strategies are described.…

Summarizes prominent research-based perspectives on children's thinking about their own achievement. Identifies effective tactics for classroom intervention and teacher influence. (RJC)

Discusses instructional modifications to increase the academic success of rural behavior-disordered students in regular classes. Describes adaptations of teaching mode, media use, presentation of academic content, textbook content and organization, and test construction and administration. Contains 10 references. (SV)

The keyword mnemonic (KM) was studied in three experiments using 27 university students (15 freshmen) given intensive keyword training. The KM's effectiveness depended on situational factors influencing its ease of implementation. The KM appeared most effective when used selectively and in conjunction with several list presentations at moderate…

The study compared strategies chosen by second-grade learning disabled (LD) children with short-term memory problems, but with differences in naming facility, and same-age and younger nondisabled children. Subjects with poor naming abilities demonstrated selected strategy failures, while subjects with good naming abilities demonstrated more…

Comparison of teaching U.S. history content to learning disabled junior-high school students using either mnemonic or nonmnemonic materials found that students learned substantially more information when instructed mnemonically. Teachers felt the mnemonic materials were significantly more appropriate for these students than traditional…

Discusses psychotechnology as it relates to the learning process. Topics discussed include states of consciousness; brain wave entraining; sleep learning; cognitive restructuring; learner objectives; implications of psychotechnologies for instructional design and development; and possible future trends, including the need for subjective evaluation…

Reviews the literature concerning children's humor. Discusses major characteristics of early humor based on the child's level of developmental mastery, and proposes a conceptual model of humorous play. (RJC)

Discusses the topic-based approach for primary classroom curriculum. Focuses on the appropriateness of the approach for the acquisition of language and literary skills by children with learning difficulties. (RJC)

Investigated the serial recall strategies of 96 children aged 5-8 years by applying a theoretical and methodological approach originally developed to investigate preschoolers' arithmetic strategies. Results indicated the use of multiple approaches for serial recall and adaptive strategy choices. (RJC)