Arguments raised against the Critical Period Hypothesis of second language learning are refuted. It is suggested both that sufficient research evidence exists to support the hypothesis and that the hypothesis was not represented accurately or contradicted convincingly in the criticisms. (Author/MSE)

Administered Peabody Mathematics Readiness Test to 325 students in kindergarten through second grade to investigate selected psychometric characteristics of the test. Found low item-to-item correlations; results did not support factor structure suggested by test's authors or proposed hierarchical structure. (Author/NB)

The Self-Directed Learning Readiness Scale was administered to adults enrolled in community college (n=31), undergraduate study (n=32), and graduate study (n=33). Although learning readiness appears to increase with attainment of a bachelor's degree, the increase is not statistically significant, suggesting the importance of factors other than…

Accelerated learning and teaching, classroom practices that condition students into a positive learning state, can help community educators fulfill their role as change agents. (SK)

College students (n=164) who received multimedia instruction were compared with 231 controls. Higher levels of both existing self-efficacy about multimedia use and self-efficacy developed through training were significantly related to perceptions that multimedia instruction is more effective. (SK)

Examined relationships between patient background, treatment readiness, and therapeutic engagement in national sample of adolescents admitted to 20 treatment programs representing 3 modalities (residential, outpatient drug free, and short-term inpatient). Found that patients with higher treatment readiness at intake subsequently became more…

Addresses the origins of the American school readiness myth, arguing that Americans are far too preoccupied with readiness. Concludes that early childhood professionals need to address and demystify this myth by defining early childhood education in the content-oriented context of what young children should know and be able to do. (SD)

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…

The purpose of this study was to determine the effectiveness of a typical California community college Intermediate Algebra course in preparing students for success in the transfer level mathematics courses for which Intermediate Algebra was the prerequisite. The subsequent mathematics course taken by each of the 986 students who received a grade…

This paper focuses on the role of evaluation in mathematics in 749 elementary school children. The macroevaluative skills and calibration scores of high versus low mathematical problem solvers were contrasted as measures of metacognition. No relevant calibration differences were found for gender. In addition, the performances of children with…

Most teachers persist in using highly structured teaching methods with pre-school pupils and in trying to teach academic skills for which young children are not prepared. This is the case because many teachers teach as they were taught or in ways that students' parents and relatives want. But researchers find these practices dangerous, and stress…

This study was intended to determine whether sex-linked mathematics achievement and contextual differences persist into the university years. A random sample of 150 first-year mathematics students enrolled at a midwestern university was identified. A common 30-item calculus readiness test and a 37-item questionnaire, dealing with students'…

Assesses Vertical Home Start, a program which provided children with readiness enrichment over a period of three years while the children were from two to five years of age. Results indicate that there is little durability to short-term verbal gains. However, longitudinal assessment is advised since some scores do vacillate. (HMV)