The process of forming practical abilities and skills in training situations through the control of the assimilation process is described, and an experimental application of this process for the instruction of machine operators is reported. Six references are included. (CHC)

Discusses data from tests and videotaped interviews indicating conceptual primitives as a source of student difficulty in physics. These include key concepts (mass, acceleration) and fundamental principles/models (Newton's and conservation laws, atomic model). Demonstrates that misconceptions can be studied using problems of minimum complexity to…

Explored are the use of cues and their possible interaction with learner ability in concept formation under inductive instructional methods. Two inductive treatments, cued and noncued, were administered to ninth- and tenth-grade students. Results indicate significant aptitude treatment interaction with verbal comprehension abilities and the two…

The author examines Novak's position that science and mathematics educators should discard Piaget's theory of intellectual development in favor of Ausubel's theory of meaningful learning as a guide for teaching practice and research. (PB)

Explored deductive inference processes in concept learning in four age groups. Results confirm findings of age differences in concept problem solving, with likelihood of solving the problem lower in older adults. However, solvers of all ages made the same correct inferences. (Author/JAC)

Examined was the attainment of projective spatial concepts of third-, sixth-, and ninth-grade students. Eight Piagetian-type tasks were developed to provide evidence for Piaget's model of groupings of mental structures dealing with time and space. Task performance among grade levels and gender was examined. (CS)

This study of children's understanding of commercial audio and video network techniques which are designed to communicate the balanced breakfast concept indicates that children show a general lack of concept understanding. Thirteen references are cited. (Author/MER)

Presents thirteen concepts about water and suggests science activities for each. Designed as early childhood learning experiences. (MA)

Compares the stages of print awareness in two children to emphasize the developmental stages of literacy. Emphasizes the importance of parents and teachers responding appropriately as children develop their reading and writing skills. (HTH)

The author states that art teachers are continually being asked to justify their programs and describes an art activity designed to contribute to the conceptual development of students, noting that this activity contributes to learning in other areas. (KC)

This second article in a series on children's artistic learning reviews the developmental process of symbolization and symbol representation by young children and analyzes the symbolism in works by three boys. Practical teaching considerations are discussed. For part one of this series, see the September, 1980 issue of this journal. (SJL)

The programed instruction was validated with 40 multiply impaired blind children in nine facilities in a 16-week field test. The experimental group using the programed instructional materials demonstrated significant overall performance gains over a control group. (Author/DLS)

Truly sound teacher education curricula are those which consciously work toward making connections: connecting practice to theory; curricula to life; courses to clinical work. Teaching should relate to a concept formation cycle involving real-world and simulation experiences through which students learn. (JN)

Concepts that are directly related to teaching are learned as such by education majors and play an integral part in students' development into teachers. Further research using other student populations or in other areas of teacher education is needed. (Author/CJ)

This discussion centers around the dangers in making too precise a particular concept in educational psychology that distinguishes between two types of understanding, instrumental and relational. (MP)