Describes a study that examined the cognitive styles of African students in order to propose appropriate strategies for bibliographic instruction in African colleges. The results of the cognitive tests given to students are presented, and recommendations for appropriate teaching strategies are outlined. (12 references) (CLB)

States that cognitive mapping is an instructional strategy that encourages active participation, helps young children see relationships, promotes the organization of information, and allows the teacher flexibility. Outlines a five-step process using cognitive mapping in lesson development. (BSR)

This article examines older adult preferences for instrumental vs. expressive learning activities. Course title selections and actual learning activity information were analyzed. Interviews with 256 Nebraskans, 55 or older, (average age was 68.11) were obtained. It was concluded that more instrumental learning opportunities must be made available…

Parts 1 and 2 appeared in "Deutsch als Fremdsprache," n3 and n4 1971. (DD)

Uni- and multidimensional processing of 6- to 9-year olds was studied using recall tasks in which an array of stimuli was reconstructed to match a model array. Results indicated that both age groups were able to solve multidimensional problems, but that solution rate was retarded by the unidimensional processing of highly salient dimensions.…

An experiment testing for the learning differences between students who received BBC radio broadcasts as part of instruction and those whose instruction was based on conventional teacher notes. (HB)

Authors believe that an increase in reading skills is not an end in itself, but must be considered in relation to the facilitation of learning in general. An advanced reading course developed to help overcome reading problems is described. (HB)

Article is based on two main theses: One, qualitative improvements in education will not come about as a result of rhetoric or superficial proposals for solution made by the so-called new breed'' of educator, but rather as a result of a deeper understanding of the teaching-learning process, and the development and use of new and better principles…

That there are differential rates of development of cross- and within-modal integration is not supported by the present results. (Authors)

Research supported in part by funds from the Department of Special Education, University of Minnesota, and the U.S. Office of Education. (DS)

A series of three experiments with nursery school children is reported using texture cues to investigate the relationship between cue differences and learning rate. (Authors/MB)