The recall effectiveness of semantic and phonemic cues was compared to uncover the pattern of deep and elaborate processing in relation to age and experimental treatment. It was concluded that aging results in poor elaboration, especially in inefficient integration of word events with the context of presentation. (Author/CP)

Undertakes to classify the various types of questions occurring in everyday speech for the use in foreign language teaching. (IFS/WGA)

Proposes that college teachers in most of the academic disciplines teach students to write essays in their given subject matter area. Bloom's "Taxonomy of Educational Objectives" is offered as a guide to organizing instruction and student learning around the demands of well-constructed essay questions. Sample questions and classroom…

Discusses recent developments in instructional psychology relative to cognitive task analysis, individual difference variables, and cognitive models of interactive instructional decision making, which use constructs developed within the field of cognitive/information processing psychology. (Author/WBC)

Cognitive style differences exhibited by middle class and working class male and female adolescents were examined. Dimensions of cognitive style measured include: conceptual differentiation, categorizing flexibility, conceptual preference, originality, ideational fluency, flexibility, and category width. (Author/BW)

Recent research in the area of prose comprehension is reviewed, including factors that affect amount of recall, representations of text structures, and use of world knowledge to aid comprehension. The need for more information processing models of comprehension is emphasized. Elaboration is considered important for comprehension and retention.…

The competitive definition of success has fostered the popular notion that women are afraid to succeed. Recent research suggests that this anxiety is generated by the climate of competition, not success itself. Rather than training women to compete, the institutions and values that define success should be restructured. (Author/SK)

Presents a case study of an elementary school child with a learning disability to illustrate that both performance and disability have to be understood in terms of the social environments with which they are linked. (FL)

The article explores the interaction between the cognitive and affective, or emotional, aspects of human behavior, particularly as it relates to deaf children. Learning problems can sometimes be traced to affective disabilities resulting from a deaf child's communication problems. The author stresses the importance of self-identity, a good home…

In three experiments, memory for intentionally encoded words was compared with memory for encodings, induced by asking semantic, phonemic, or surface questions. Subjects were second-, fourth-, and sixth-grade students, and junior and senior high school students. (Author/MP)

The article defends the teaching of philosophy at elementary and secondary levels and examines some existing precollege philosophy curricula; special attention is given to the American Institute for the Advancement of Philosophy for Children and a Canadian effort to establish moral education in the schools. (SB)

Reports three experiments demonstrating that recall for words increases with deeper levels of processing and with longer rehearsal intervals. Asserts that there is no interaction between those strategies. (PMJ)

Sex differences in GCE 'O' level examination performance are reflected both in the number of boys and girls entering for different subjects and in the numbers obtaining the higher grades. From a review of possible factors, it seems that sex-role stereotyping is the most influential. (Author/SJL)

Results from correlated multiple-group component analyses of the Revised Illinois Test of Psycholinguistic Abilities (ITPA) subtests were given. Intercorrelations for each age group in the standardization sample provided strong support for the theoretical model underlying the Revised ITPA. (Author/MH)

The cognitive approach to foreign language teaching is discussed, and practical guidelines for classroom application of error analysis are presented. The cognitive approach seeks to develop a competence approximating that of native speakers without explicit reference to previously memorized material. (SW)