The introductory article to the special issue on facilitating cognitive development considers individual and social roles in cognitive development, the role of the human mediator, development as an increasingly self regulated process, and types of programs which provide instruction in cognitive strategies. (DB)

The CoRT (Cognitive Research Trust) is a five-step program in direct instruction of thinking skills which increase the number and diversity of ideas as well as help the individual establish goals, set priorities, improve interactions with others, and incorporate feeling into thinking. (DB)

Maintains that metaphors may be used to help secondary students understand the figurative language often encountered in social studies. Shows how labels were attached to real dominos which were then tipped over to explain the "domino effect," a theory often referred to in foreign affairs. This experience was related to "event chains" which were…

Bulletin boards can be "vertical activity centers" when students create them as learning activities. Suggestions are offered for developing stimulating and creative boards that are also educational. (DF)

Three categories of information were hypothesized to be important information for successful execution of procedural assembly tasks: operational, spatial, and contextual information. Performance data for two tasks indicated that subjects using "complete" instructions finished the assemblies in less time and with fewer errors than did…

Five nonverbal severely mentally retarded and three nonverbal deaf children learned to use a sign-rehearsal strategy in one of two memory tasks. Generalization to a simpler task was accomplished for two Ss trained in a more complex task. (Author/CL)

The effects of text structure were studied using two kinds of reading materials: a standard text with headings and illustrations, as well as a nonstructured manuscript. The manuscript readers scored higher on delayed tests, generated more relevant ideas, and wrote better essays both immediately and after a delay. (Author/GDC)

Teachers can increase students' learning time by following specific instructional methods that maintain interest and develop the experience of success. Selection of realistic learning goals is essential. (CJH)

The article describes the LSS (Language Skills Seminars) program, the guidelines for group formation, and the benefits of such grouping. The paper focuses on the work attack/spelling course and its implementation. Also noted are the positive psychological changes as skills improve. (Author/CL)

Two groups of nursing students were taught test taking skills, and one group was also taught learning team methods. Using scores on the State Board Examination, comparisons were made between the two groups and a control group. Results are discussed. (Author/MT)

With some children, teachers can't work the usual way; they have to do strange things. By accepting his hatred, using military manuals as textbooks, and employing an unorthodox reward system, the author helped a difficult child learn to read at his grade level. (MT)

Case studies describe the positive responses of two elementary learning disabled students involved in an experimental number fact program. The program emphasized development of strategies matched to individual learning needs in a nontraditional approach to the organization of addition facts. (Author/CL)

The effect of designated learning strategies and reflective versus impulsive cognitive styles on performance in a maze learning task was investigated. Performance of both reflective and impulsive subjects was improved by appropriate learning strategies. (Author/MT)

Discusses ways that the Learning Assistance Center (LAC) at California State University, Long Beach, has developed to assist large numbers of students to develop learning skills. Describes LAC's classroom learning skills workshops; time management workshop; study/reading workshop; and management strategies used to elicit and maintain faculty…

Explores the meaning of conference consumption: the process involved in deciding to attend, the dynamics entailed in participating as a consumer in both attitude and action, and the transfer of learning after the conference is over. Next, it examines the functions that a conference can perform. (CT)