The study, with learning-disabled (n=152) and low-achieving (n=93) elementary and middle school students, attempted to isolate which cognitive ability and academic achievement variables from the Woodcock-Johnson Psycho-Educational Battery differentiated the two groups. Three W-J academic variables (skills, reading, and written language) most…

Reviews issues raised in an earlier article that claimed that instructional media do not influence learning achievement or motivation. Topics discussed include differences between media and instructional methods; instructional technology; delivery technology; problems with meta analyses; thinking skills; cognitive processing; and research…

Explains the teaching-research method of instruction that employs the teacher and students as collaborative partners in the learning process. States that students attain knowledge through assimilating experiences in ways that are most meaningful for them. Case studies are included. (GG)

Discusses the following factors influencing learning: (1) environment; (2) emotional makeup; (3) persistence; (4) timing of learning; (5) teaching method; (6) cognitive style; (7) food intake; and (8) psychological factors, including the difference between analytical and global thinking. Discusses how to get a sense of one's personal learning…

The historical development of special education in Germany is summarized. Four cognitive teaching methods for special education are described: cognitive behavior modification with a focus on problem solving and metacognition, intelligence training based on inductive thinking, application of Piagetian concepts, and dynamic testing. (Author/JDD)

Problems are identified in adapting findings of laboratory-based cognitive instruction to mainstream classes. A metacognitive instruction model called Process-based Instruction (PBI) is then described. PBI recognizes the importance of interactions between student, teacher, and curriculum content and involves assessment, orientation, strategy…

Under the National Curriculum in the United Kingdom, children with learning difficulties will need to use transfer skills for various cross-curricular themes. To promote transfer, the use of cognitive strategies is recommended, including perceived similarity, analysis of the learning context, expert scaffolding, and detailed planning of practice…

Tests how perceived self-efficacy influenced cognitive task performance among 64 Canadian college students. Shows students with high perceptions of self-efficacy, induced by positive feedback, completed more problems, had more efficient problem-solving strategies, and accurately self-evaluated responses. Illustrates self-efficacy's context…

The decision-making dilemmas faced by caregivers of older persons, coordination necessary among decision makers, legal criteria for incompetency, and caregiver stress are examined. The need for clarification of incompetency criteria for improved coordination among caregivers is suggested. (Author/MLW)

Described is an approach to the teaching of thinking and problem-solving for gifted and regular education students, based on R.J. Sternberg's "Suggested Criteria for the Development of Thinking Skills Programmes." The program provides specific skills training and ample practice, emphasizes cooperative learning and motivation, and…

Gifted/talented secondary-school students used the Students Questioning Students method in their mathematics classes. The method stimulated higher-order thinking, made students more attentive listeners, and improved their public speaking self-confidence. The paper offers suggestions for implementing the method and includes three pages of letters…

Discusses the appropriate use of Logo and microcomputers in elementary education and gives recommendations for its successful use. Highlights include problems with unsubstantiated claims for the benefits of Logo; the effects of teaching children to program; formal operational thinking; research on Logo; and problem solving and transfer to other…

Two college-able learning-disabled writers' social and cognitive profiles and the sense of audience in their written texts are examined. The students' deficits (visual and organizational cognitive processing, and oral language comprehension/production) affected their writing, and the quality of their audience awareness was related to the nature of…

Evolving beliefs and reasoning strategies of 22 fifth and sixth graders working on a causal reasoning problem were observed. Children conducted experiments to learn about relations between design features and speed of race cars in a computerized "microworld." Subjects did not attain full understanding of features disconfirming their…

Discussion of cognitive apprenticeships highlights a computer-based coached practice environment called SHERLOCK that was developed for Air Force technicians. Training for complex skills is discussed, comparisons are made between results with SHERLOCK and results with apprenticeship models that have human coaches, and possible future enhancements…