One of the major goals of the social studies is to help students gain and refine skills in the area of value clarification. Value sheets, carefully planned activities designed to elicit value clarifying patterns of language from students, are one way of securing value clarification. Sheets, planned in conjunction with ongoing units of instruction,…

Learning is not a simple unitary process. This paper identifies three qualitatively different phases of the learning process. In one phase, the learner acquires facts and information, accumulating more structures onto the already existing knowledge structures. This phase of learning is adequate only when the material being learned is part of a…

Illustrates how one can discover structure in mental abilities where none was obvious. Reports that two classes of processes are used to form images. Indicates that imagery is carried out by multiple processes, not all of which are implemented equally effectively in the same part of the brain. (RT)

Attempts to show that not only can density be taught to lower ability pupils but that by doing so, there is the possibility of assisting pupils to develop their reasoning powers. Lists teaching activities that help in this process. (CW)

Points out the untestability of a heredity explanation for the differences in IQs of Black children and those of White children. Suggests an environmental explanation, arguing that Black children, simply have not had the opportunity to develop their potential for abstract thinking. (HTH)

This volume presents a curriculum developed specifically to develop the social, emotional, and organizational skills of individuals with Asperger's Syndrome or high functioning autism. The book offers ideas and techniques drawn from various disciplines including cognitive behavioral therapy, applied behavioral therapy, education, and occupational…

Proposes five generalizations on existing knowledge, learning, and their interaction, and discusses evidence for these from recent research on children's learning, memory, conceptual understanding, and problem solving. (Author/AOS)

The effects of different models of exploration questioning on young children's associative fluency were examined in two experiments with kindergarteners. It is concluded that asking descriptive and difference exploration questions are most facilitative of children's associative fluency. (Author/SEW)

Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)

Studies children's justification of message choices as characteristics of their reasoning processes. Indicates that interpersonal reasoning increases in sophistication and complexity over the age groups studied and that females reason at a higher level than males. Situational influences on level of interpersonal reasoning were also found. (JMF)

Results of an investigation of the permanency of gains in problem solving, listening, and abstract thinking among fifth graders are reported. Findings indicate that the experimental group with listening training shows greatest gains. (MH)

If British Columbia education policy wanted to promote growth in numeracy and mathematics, the curriculum would provide opportunities to use mathematical concepts in social situations and give students time to move from concrete to abstract thought. Instead, the curriculum emphasizes extensive mechanical understanding and algorithmic manipulation…

Recent contributions from theory, research, and practice in second-language instruction are discussed in relation to mathematics education. Three methods of teaching and learning second languages are described--"Delayed Oral Production," the "Silent Way," and the "Counseling Learning/Community Language Learning." (KR)

Discussed are preservice elementary teachers' misconceptions and inconsistent beliefs about multiplication and division with decimals. Sources of inconsistencies and recommendations for overcoming inconsistencies are included. (KR)

Among conclusions of the review of the literature are that learning-disabled (LD) females have lower IQ's and more severe academic achievement deficits in some aspects of reading and math, but are somewhat better in visual-motor abilities, spelling, and written language mechanics than LD males. (Author/DB)