The author names the seven deadly myths of education and explains why they are myths rather than facts. (Editor)

The fraction concept was analyzed to yield 16 subconcepts which are hypothesized to be hierarchically ordered. This ordering was tested using subjects in grades 4 through 6, and 18 of 23 dependencies hypothesized were confirmed. (SD)

The hypothesis that the linguis complexity of pronouns corresponds to the order in which children acquire them was studied. Linguistic complexity was defined by proximal-nonproximal, singular-nonsingular, and speaker-nonspeaker contrasts. Results showed a strong correspondence between the predicted and actual order of correct use of pronouns.…

First- and third-grade children were tested under six different instruction conditions which varied in how explicitly they cued a rehearsal strategy in a self-paced sequential-memory task. The type of strategy adopted was monitored with study time and overt verbalization measures. (JMB)

Proposes a criterion for selecting a sequence of objectives from a learning hierarchy and describes a sequence generating algorithm which is designed to generate a minimal memory load sequence from a learning tree. Its effectiveness in generating low memory load sequences from hierarchies that are not trees is also discussed. (RP)

Shows how teaching mathematics helps in teaching reading sequence skills. Asserts that students who can write a mathematical sentence, reconstructing the series of events in a verbal problem, can transfer those skills to develop the reading skill of time-order sequence. Illustrates this strategy with three examples of mathematical sequence problem…

Provided is an analysis of Turtle Geometry using van Hiele levels of development and understanding. The author also relates a language use framework, suggested by the work of Fry (1982), to the language activities of Turtle Geometry. Research supporting the analysis is discussed. (RH)

In two studies involving seven developmentally disabled children aged 7-14, phonetic sounds and syntactic structures representing different levels of normal development were taught. Results showed that the children's sequence of learning language forms followed the normal developmental model (e.g., earlier emerging forms were acquired in fewer…

A procedural task was demonstrated via videotape in two formats - one with motion, one using a series of still photographs. The sound tracks were identical. In two experiments the motion treatment was superior for some subjects and cuing arrows made no difference. (Author)

Twenty-eight learning disabled children, 6 1/2 years of age, who lacked skills and maturity for first grade placement, were tested randomly, assigned to groups, and trained either in a sequence of activities to improve grouping and memory strategies (experimentals) or in a specialized program of art experiences (controls). (MC)

Empirical data relate to Bruner's and Ausubel's theories of learning concepts at different age levels. The concept of vector addition was taught to eighth, ninth, and tenth grade students. The concept was learned and retained by high ability ninth and all tenth grade students. (PS)