Hunter responds to Gibboney's criticism of her teaching model in the previous article. She points to the fact that her model is based on research, and (in response to Gibboney's criticism of its simplistic approach) that the model has been criticized for expecting too high a level of thinking skills. (MD)

Round three; Gibboney responds to Hunter's response to his criticism of Hunter's teaching model. He reiterates his belief that Hunter has not demonstrated a satisfactory research base for the model and that her training process is too narrow and ignores competing approaches and critical discussion. (MD)

A review of research regarding attention deficit disorder with hyperactivity in children covers studies involving direct observation techniques, drug treatment, drug effects on academic achievement, diet interventions, behavior modification, metacognition, and executive control; and suggests practical implications in these areas for educators and…

Two highly contrasting models of preschool education for mildly handicapped children were compared. Direct Instruction led to greater gains on the Test of Early Language Development and the Basic Language Concepts test. Mediated Learning led to greater gains on the McCarthy Verbal and Memory scales and Mean Length of Utterance measure. (Author/VW)

Comparison of canonical (well-formed syllabic) babbling in 36 prelinguistic retarded children (17 to 62 months of age) with nonretarded children indicated a low correlation between babbling and developmental age suggesting substantial independence between cognitive development and babbling among retarded children. (Author/DB)

Seven profiles of extremely gifted children under the age of four are presented. Examination of the cognitive, social, and emotional profiles of these children suggests that no singular pattern characterizes their functioning. (DB)

Offers a report on a January 1987 colloquium on moral cognition in Chinese culture. Calls for creative teamwork on longitudinal interviews to gain a more exact picture of moral development structures in non-western cultures such as Taiwan. (BSR)

Argues that a problem with the storage and conduit metaphor lies in its attention to representational knowledge while giving little attention to cognitive knowledge. (JC)

Criteria for defining event-frequency encoding as automatic were assessed in two experiments involving young children, college students, elderly, and mentally retarded persons. The first experiment used an online word-frequency task; the second used a study-test method with pictures as stimuli. (PCB)

Two samples (n=435 and 456) were drawn to represent changes between 1968 and 1986 in cartographic and cognitive map skills in college freshmen. Subjects from the second sample ranked the 48 contiguous states by residential preference. Results are discussed. (Author/MT)

Advises educators to stop peering through the rearview mirror of first-wave reform aimed at increasing accountability and raising standards, and confront the second wave's exciting new agenda featuring individual schools as decision-makers, a more collegial, personalized school environment, flexible time use, and an emphasis on higher-order…

A study of 240 students in grades 4-10 found that fourth graders performed well on a proverb comprehension task involving contextual information, refuting earlier findings that preadolescents interpret proverbs literally. Performance was found to improve steadily through grade eight and was correlated to performance on a perceptual analogical…

Current educational reform trends, particularly those for social studies instruction, have tended toward a fact-laden curriculum which constrains students' development and application of ideas and higher-level thinking. Concepts as well as facts must be included if schooling is to encourage students' understanding of themselves as well as society.…

Memory-based searching was compared in 15 developmentally delayed and 24 normal two-year-olds. In a relatively easy memory task, individual differences were minimal, but searching for a plausible alternative location based on memory revealed marked individual differences and an important difference in the cognitive functioning of the delayed…

Discusses a variety of lessons that one teacher learned from reading the story John Wain's "A Message from Pig-Man." Describes the central importance of story or anecdote as a means of groping toward a recognition of oneself and one's experiences. (JD)