While researchers and teachers are still sorting out which programs work best in which circumstances, some basic ideas about thinking can be used by teachers. Suggestions for encouraging thinking in the classroom are offered. (MT)

The author discusses communication improvement strategies for personnel professionals. These include (1) thinking clearly, (2) focusing on audience response, and (3) categorizing to help readers relate ideas. (CH)

Although exploring students' thought processes can be rewarding, most teachers rely heavily on reponses to tests and assignments that fail to disclose learners' thinking patterns. Concept maps grouping interrelated ideas can encourage students to demonstrate effective and meaningful assimilation of organized study areas. Includes five footnotes.…

A classification of the simple combinatorial configurations which correspond to various cases of distribution and ordering of objects into boxes is given (in French). Concrete descriptions, structured relations, translations, and formalizations are discussed. (MNS)

Discusses the primacy of thought over speech, and "semantic translation" vs "communicative translation," relating the former to thought, and the latter to speech. (AM)

Introduces assumptions about instrumental outcomes in teaching art education. Argues that, through instrumental outcomes, art causes students to think in new ways and knowledge is transferred from the study of art to traditional subjects. Presents research findings and implemented programs that support relationships among art instruction,…

Mental skills developed through the study of mathematics are identified, and ways in which this information can shape the role of teachers of algebra are suggested. (MNS)

Examines the question of whether translation is possible, relating it to the question of linguistic and cultural constraints on translation, and to the question of the relationship between language and thought. Recommendations are made for the improvement of the study of translating. (AM)

Motor skills acquisition in elementary children is facilitated when the cognitive processes of selective attention and rehearsal are applied. Teaching techniques which promote development of these processes include use of verbal cues, mental and verbal rehearsal, questioning, and recall through testing. Sample verbal cues for selected motor skills…

Questions to stimulate discussion around five articles in the May-June 1981 issue of "Health Education" (v12 n3) are listed. (CJ)

Reviews instructional design research and theory and relates it to the design of computer-based instructional materials. Instructional design guidelines are offered to aid software developers in making design decisions on three macrolevel and four microlevel of instruction. (Author/LRW)

Discusses the cognitive processes and emotional needs that influence developmental changes related to fears and suggests some techniques which adults may use to help children cope with their fears. (Author/MP)

When the words "problem" and "answers" are used in connection with computational exercises, students think they are solving problems. Distinguishing between computational forms and problems is illustrated with a variety of topics. (MNS)

Reviews research indicating that children's writing moves in an age-related sequence from the literal and factual to the metaphorical and affective and shows a growth in awareness of the psychological characteristics of the self and others. Presents an analysis of children's stories that provides guidelines for teachers and researchers to use in…

Examines the various domains of a comprehensive counseling program designed to approach student's problems by considering any or all of the domains that interrelate. Discusses the following multimodal counseling domains: behavior, affect, imagery, cognition and interpersonal relations. Provides examples of successful research studies. (BH)