In nine articles, examines the phenomenon of leisure and leisure counseling from a psychological point of view. Discusses and reacts to the nature of leisure and its relationship to mental health and cognitive development, leisure counseling models, the role of leisure education in youth development, and future directions. (RC)

Discusses the role of reading in bilingual education and proposes that teachers in bilingual classrooms be grounded in cognitive development theory and practices. Concludes that once students have mastered English communication skills they will be able to transfer their thinking abilities into the second language without major difficulty. (FL)

The experiments reviewed in this paper give strong reasons for concluding that the order in which things are learned, the range of exemplification of structural principles, and the introduction of a carefully judged amount of conflict may be critical to reaching an appropriate kind and level of learning. (Author/SJL)

Studied high-school sophmores, who through group training, were given contraceptive information, steps for solving problems, and practice in communicating decisions about sexual behavior. Compared with untrained, control-condition teenagers, trained teenagers had more positive postest scores on measures of sexual knowledge, interpersonal problem…

Three developmental approaches in teacher education are described. The first approach entails matching curriculum content with teacher concerns, enabling teachers to be motivated to learn. The second approach considers teacher development as a form of cognitive development. The third approach is a style of inservice work emphasizing self-directed…

Investigated the use of organizational schemes in memorizing prose. Adult organizational schemes were a function of the structure of material to be remembered and the individual's plan to recall the material. Age and sex differences were discovered in an experiment assessing developmental changes in recall plans of children and adults. (Author/DB)

Ten 'informal' and ten matched 'comparison' classrooms were observed using the Pupil Activity Scan. Year-end testing indicated no differences in language development, problem solving, fine motor-figural perception, role taking, or understanding of classification, but informal classroom pupils appeared to be lower in reading and mathematics…

Research addressing the use of small, semi-independent, task-centered student groups ("syndicates") as a classroom technique in higher education is reviewed. Focus is on the promotion of higher-order cognitive skills through the use of such groups. Related concerns include student achievement, group relations, and teacher style. (Author/JMD)

Deplores the preoccupation with isolated skill teaching among reading teachers. Calls for reading competencies to be taught in the context of reading that has meaning, interest, and significance for the reader, and stresses the importance of instruction in the thinking strategies that contribute to mature reading. (ET)

Proposes that offering students activities that exercise right-brain functions (nonverbal, nonrational, spatial, and intuitive) helps students become more fully developed human beings and better writers. (RL)

Rorschach inkblot tests were administered to 25 second graders who had been classified either as poor or excellent readers. The poor readers showed perceptual difficulties, less capacity for organizing or integrating separate facts, and less emotional reactions to the environment. Implications for teaching poor readers are suggested. (Author/GDC)

Research evidence relative to three intervention strategies (medication, behavior modification, and cognitive training) was examined to determine the intervention effects on handicapped students' performance in personal/social, psychological processing, and educational skills domains. (PHR)

Soviet teaching experiments, based on the research of P. Ia. Galperin and of V. V. Davydov, are described, in which children are taught abstract concepts before they are provided with concrete examples. (GDC)

Relationships among Piagetian reasoning assessments and standard measures of intelligence and achievement were determined in 1972 by Stephens, McLaughlin, Miller, and Glass (EJ 055 112). The data were reanalyzed by Humphreys and Parsons in 1979 (EJ 218 642). In reply, Glass and Stephens note fallacies in Humphreys' and Parsons' reasoning.…

The relationship between operativity on Piagetian tasks of number, classification, field dependence-independence, and mathematics achievement was investigated. In grades 2-4, field independence was related to high mathematics achievement. High operativity was related to high achievement in mathematics concepts only in the second grade. (Author/GDC)