The purpose of this study was to assess the educators' perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions. The…

The three studies presented here contrasted the problem-solving outcomes of university students when a break was provided or not provided during a problem-solving session. In addition, two studies explored the effect of providing hints (priming) and the placement of hints during the problem-solving session. First, the ability to solve a previously…

A drug prevention program involving 167 at-risk students in grades 8-10 at 9 Ontario schools resulted in reduced use of and less supportive attitudes toward alcohol, cannabis, tobacco, and tranquilizers. Program success is attributed to high attendance and retention, community health professionals' participation, comprehensive approach, strong…

To determine if the content in a sexual health fair was appropriate, a survey of 45 Ontario students in grades 9-10 assessed their knowledge of sexual health. Findings indicate that students had basic knowledge about sexually transmitted diseases, anatomy, and pregnancy prevention, but not about behavior in relationships. The health fair provided…

One hundred Canadian undergraduates read a lengthy expository text, used one of five study strategies for 50 minutes, and completed recall and multiple-choice tests. Students using self-study, repetition, or unsupported elaborative interrogation had difficulty recognizing the passage's main ideas. Elaborative interrogation's effectiveness was…

In two experiments, an elaborative interrogation strategy (responding to why questions) increased memory performance more than fact repetition for adolescents and young adults and increased performance more than self-selected strategies for children and adolescents. Young adults performed equally well using elaborative interrogation or…

One of 4 strategies for learning animal facts was taught to each of 120 high school students. Students demonstrated greater learning when instructed to use elaborative interrogation (a questioning strategy using "why" questions) relative to repetition of experimenter-provided elaborations of facts or nonelaborated facts. (KS)