In this interview, author Art Costa asserts that the teaching of either content or thinking skills in isolation is unproductive. To combine these approaches, he recommends selecting content for its relationship to thought processes. He also observes that administrators who model intelligent behavior thereby create a climate for thinking. (TE)

Observation of native Hebrew speakers who read Hebrew and English texts suggested that there is a powerful affective factor which completely blocks the reading in English of some students and severely limits the comprehension of a considerable number of others when they meet difficulties in the foreign language texts. (Author/CB)

Children, aged three to seven years, were observed in spontaneous and structured situations using computer graphics and robots. It was found that computer graphics can enhance reflectivity and that robots present a rich problem-solving environment for pairs of children as they try to coordinate commands to one robot. (Author/BB)

Describes seven learning techniques that cognitive psychologists have identified as leading to substantially heightened learning across a variety of situations: attention; curiosity and learning; thematic lesson organization; high information flow; mnemonics; concrete representations; and Zeigarnik effect. Research on their effectiveness and their…

Reviews benefits of using cooperative learning strategies and computer assisted instruction (CAI) in classrooms with mainstreamed students; describes teacher's role in implementing cooperative learning; presents examples demonstrating potential of cooperative learning and CAI in language and social skills development; and outlines steps in…

Evaluates the new paradigm of learning and discusses its principles of context, process, individualization, and community. This method allows for the instruction of the full range of learners in a classroom because the emphasis is on learning how to learn and learning as a process. (NKA)

Compares a real world model of literacy instruction (where reading is an integral component of everyday functioning) with actual classroom instruction to suggest that, at least in some content classes, this model is not operative. (NKA)

Effective intervention strategies for learning disabled students should recognize such cognitive deficiencies as weaknesses in attention, memory deficits, and problems in generalizing and abstracting information. Approaches which emphasize enhanced learning processes include: self-monitoring; repetition and deliberate instruction in control…

Observational studies focusing on adult English-as-a-second-language (ESL) students' behavior and attitudes examined different learning styles and learning strategies and suggested the need for ESL teachers to be trained to better understand and develop sensitivity toward students' individual learning styles. (Author/CB)

Reviews the neural modeling principles of learning, perception, cognition, and motor control, discusses their applications to sensory-motor problem solving, and explores possible relationships between that pattern of problem solving and aspects of higher order formal operational problem solving. Cites implications for science education. (ML)

Records the progress of an educationally disadvantaged immigrant child in a literacy workshop for fifth graders, including the teacher's observations of what the child read and wrote. Claims that writing requires more attention in the classroom to help children develop a coherent mental picture of themselves and their place in the world. (JD)

Explains a formal scheme for analyzing biological communications for implicit structural themes using principles of kinetic structural analysis. Presents study findings which focused on the role of sequential communication structures for enhancing reception learning of knowledge and conceptual schemes. (ML)

Examines the notion that words are sometimes perceived with greater ease than letters and that word shape sometimes plays a role in the perception of words. The data collected from 40 Israeli kindergarteners revealed that beginning readers found it easier to identify single letters than whole words, thus refuting the above notion. (Author/AS)

Five- and nine-year olds' (N=80) television viewing and program recall in response to learning instructions were examined. Instructions affected visual-emphasis program segments only; visual orientation and cued recall increased in younger children; and free recall and cued recall were enhanced in older children. (Author/BS)

Describes how a public service company developed a four-day course designed to evaluate trainees' learning ability and upgrade their study skills. Examines the structured group pretest of trainees' entry study skills, the benefits of being a goal-oriented trainee, the PREP (preview, read, examine, prompt) Study System, memory recall, and test…