Individual differences in performance on 4 computer-controlled visual memory and recognition tasks as a function of performance on 5 paper-and-pencil spatial tests were studied for 90 psychology students attending the University of Rennes (France). Results show that spatial thinking is partially supported by visual memory. (SLD)

Most university pedagogy involves emptying useless or subversive knowledge from a student's head and filling it with relevant and productive information, and all students are taught the same. Pedagogy should involve teaching students to hear what a text says to them, raising the level of reflection, and encouraging students to take charge of their…

The hypothesis that coping with novelty is a key aspect of intelligence is not supported by the data of Sternberg and Gastel. It is contended that these authors committed a common error by interpreting correlations involving difference scores without reference to the properties of the components of the difference. (SLD)

Changes in stages of concern expressed by students with differing amounts of prior liberal arts study in a teacher-education program were compared for 27 undergraduates and 17 graduate students using the Stages of Concern Questionnaire. Significant differences for self, task, and impact concerns are discussed. (SLD)

A theoretical framework is presented to explain expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. Empirical support is provided by 2 studies of 30 violin students and 12 pianists of differing abilities in Berlin (Germany). (SLD)

Two studies involving 274 Air Force recruits and 163 college students, respectively, investigated the relationship between priming effects and declarative knowledge acquisition within repetitive practice models. Individual differences in repetition-priming effects uniquely predicted learning differences relative to other cognitive measures.…

Explored development of self-disclosure among 8 elementary school girls who participated in counseling and therapy groups for 38 sessions over 2 years of treatment. Of eight categories measuring content of self-disclosure, expression of feelings was dominating one. Self-disclosure increased over time and was subject to length of treatment,…

Data used to support Spearman's hypothesis have been incorrectly and inconsistently reported and do not support the claim that African-American-white differences in intelligence are not environmental in origin. Deaf children should not be considered a single population with respect to linguistic deprivation. (SLD)

Explored differences in the spoken English of Texas women, listening to individual women rather than to populations or samples. The study attempted to determine how each woman used available linguistic resources, and it pointed out that every speaker is idiosyncratic and a variety of factors bear on how people talk. (SM)

Studied predictors of social dominance and the effects of social dominance on the play behavior of 16 young children 1 to 3 years old. Observed multiple interactions with multiple partners to explore individual-level effects and effects due to individual-partner interactions. Found support for expectations that social dominance mediates…

Describes a participatory research project designed to build the feminist education of female university students. Explores the silences of some of the 100 participants over the years, silences that reflect class differences in employment, in ethnicity, as well as in the lives of the students. (SLD)

Focuses on the acquisition of sociolinguistic competence by second language learners during a period of study abroad. Various aspects of sociolinguistic competence are discussed and some of the principal factors that affect it are described. (Author/VWL)

Compares Dutch secondary school students and dropouts about their knowledge of AIDS prevention, attitude toward condom use, intention to use condoms, sexual history, and condom use. Reports that contrary to expectations, few differences were found. Concludes that knowledge and attitudes of dropouts was similar to students. (Author/JDM)

Explains that in a study of the Holocaust teachers must connect the stories of the Holocaust to the lives of their students. Provides five activities about the Holocaust that focus upon teaching tolerance. Addresses the children of the Holocaust, difference versus deviance, social identity, and The Night of Broken Glass. (CMK)

Investigates the reasons why teachers in Scotland engage in voluntary activities outside their professional world and the consequences that activism has on their professionalism. Finds that teachers were active in diverse organizations and reports that activism contributed to improving their professionalism. Discusses the influences on the…