Investigates the similarities and differences in cognitive processing during reading and writing activities as reported in the think-aloud protocols of an above-average and a below-average student. Concludes that the above-average student reported more behaviors and more behaviors that facilitated meaning-making than the below-average student. (RS)

Investigates retrieval and reporting of superordinate and subordinate concepts in oral or written recollections. Finds no differences in total number of superordinate, subordinate, or reader-generated ideas recalled; however, does find differences between oral and written recall, depending on initial or ending position of text information. (RS)

Described is a two-pronged approach to assessment of cognitive-communicative functions in head injury, incorporating elements of both restorative and compensatory models. The approach combines: (1) use of standardized cognitive measures, and (2) observational protocols for systematic evaluation of functioning on integrated, multicomponent tasks…

Assessed effects on undergraduate students (N=54) of direct (induced affect) and generalized (covert rehearsal) cognitive-behavior coping skills programs for test anxiety. Found both training procedures significantly reduced test anxiety but that induced affect yielded largest anxiety decrease and greatest test performance improvement while covert…

Discussion of the use of artificial intelligence in computer-based instruction focuses on training development for the U.S. Army. Topics discussed include the Systems Approach to Training (SAT); knowledge acquisition; domain expertise; intelligent computer-assisted instruction; software tools and decision aids; and expert systems. (10 references)…

Discusses the ways in which young children's minds can be engaged through play with a variety of manipulative objects and experiential activities in the day care environment. Such engagement encourages children's thinking and increases awareness and understanding of the world. (NH)

Examined effects of orthographic context on the letter recognition skills of dyslexic children, comparing their performance to that of adults and of chronological and reading age-matched groups. Results showed that the two matched groups showed strong word superiority effect (WSE) for words and pseudowords over nonwords. Dyslexic readers did not…

Effective deliberation in teaching relies upon situational appreciation. This article examines some of the central issues and confusing claims in the current debate over the notion of practical arguments as a way of better understanding how teachers think when they deliberate about what to do in the classroom. (IAH)

Describes a new theory of multiple intelligences (MI) that identifies seven relatively independent forms of information processing that individuals exhibit in differing patterns. Describes the following MI-related educational research projects: (1) Arts PROPEL; (2) the Key School project; and (3) Project Spectrum. (FMW)

This article reviews the role of teacher cognition in teaching and critically examines methods of its assessment. Research investigations of three aspects of teachers' thought processes that may have implications for educational practice are examined. The inclusion of cognitive competencies in a teacher's repertoire of skills is discussed. (IAH)

Results of five experiments showed that in certain situations recall varied with processing difficulty for both children and college students. This was primarily due to enhanced cue discriminability. The relation between processing difficulty and developmental increases in recall seemed to be mediated by constructability problems and resource- and…

Examined potential central processing strategy differences among subgroups of children on a series of elaborative encoding tasks. Children in lower verbal and learning ability subgroups differed from those in higher ability groups in how they shared, discriminated, and selectively allocated resources between recall tasks. (RH)

Examined the role of individual differences in working memory and lexical access in age- and reading skill-related differences in performance on phonological synthesis tasks. The performance of 28 kindergarten, first-, and second-grade students with normal reading skills, and that of 28 reading-disabled second graders, was compared under four…

Uses autobiographical information constructed by John Brown's family in the aftermath of Harpers Ferry to illustrate the issue of rescripting of history. Points out that this nondeliberate rewriting of the past is a result of the personal need to refocus self-schema and the validation of false memories as authentic. (KO)

The degree to which test item bias techniques can lead to interpretable results when groups are defined in terms of specified differences in the cognitive processes involved in problem-solving strategies was studied. Data from two groups of junior high school students (N=545) were used. (TJH)