Describes a study which compared a traditional approach to second language vocabulary instruction with the semantic field approach, which is based on the association between five related words and a key word that could be mentally substituted in context. Findings lend support to the use of the semantic field approach. (SED)

Meaningfulness values, assessed via the production method, were obtained on 40 trigrams for 120 children, 40 each in second and sixth grade. These norms were subsequently used in a free-recall learning study. (MS)

This paper describes the possible effects of feedback on learning (associations) using a connectionist tool, the delta rule. Feedback in instruction can be described in terms of the interaction of stimulus inputs and response outputs, an associationist perspective. Here the delta rule is applied to each instance that an input and an output likely…

The central problem of this study was to determine whether teachers working with children identified as residing in low socioeconomic level homes and teachers working with children identified as residing in middle socioeconomic level homes differed in the quantity and quality of exhibited nonverbal behavior. (Author)

Article extracted from A Practical Guide to the Teaching of French/German/Spanish'' (three separate books), Oxford University Press. (DD)

Details a pilot experiment English as a Second Foreign Language at the Primary School" conducted at Ghent State University, Belgium. Subjects of study were children whose native language is Dutch and who have studied French for at least two years. (DS)

Phonological coding in printed-word recognition in English was studied by examining the use made of syllable information by skilled and less skilled readers in the second grade and by adults. The results are discussed in terms of an interactive model of reading. (Author/PN)

Three experiments report additional evidence that it is a mistake to account for all interletter effects solely in terms of sensory variables. These experiments attest to the importance of structural variables such as retina location, array size, and ordinal position. (Author/PN)

Individual differences in context effects both in a word-level task and in a sentence-level task were found to be related to individual differences in reading continuous text. These results are presented within the framework of a verification model, and the implications for two-process theory are discussed. (Author/PN)

Piaget's ideas are discussed: that the basic thrust of education is determined by the intellectual development of the child, that the child's intelligence develops in definite stages, and that the goal of the developmental process is to reason in logical terms. (MLW)

Discusses the meaning of coping style and reviews research tasks which appear to be particularly sensitive measures of cross-cultural differences in active-passive coping style. (SS)

Discusses a constructive approach to instructional hypermedia. Highlights include attributes of hypermedia, including links and nodes, multimedia environments, nonlinear access to information, and interactivity; instructional applications that stress the learners' active interaction and their control of the learning process; associative or…

Examines the CDI-WORDS Short Form vocabulary checklist as an index of language production. The study focuses on the associations between this short form and directly observed measures of lexical production; the associations between short-form checklists administered at different ages; the predictive associations between short form scores and…