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Stickels, Leslie; Schwartz, Marsha – 1987
Memory-assisting devices used in high school Spanish instruction are described, including strategies in many forms: visuals, sounds, rhythms, rhymes, and actions. Mnemonics for subjunctives include: a suffix-"switching" procedure; a word ("dishes") to remind them of the six verbs not using the first person to form the present subjunctive; a…
Descriptors: Adjectives, Classroom Techniques, High Schools, Mnemonics
Schneider, Larissa A. – 1983
Understanding the cognitive principles inherent in schematic concepts can enhance the practice of fundamental public relations activities. Schemata dictate what information will be attended to, what interpretations will be made of it, and how it will be remembered. Both self-schemata and other-schemata help individuals organize and interpret their…
Descriptors: Cognitive Processes, Communication (Thought Transfer), Mass Media, Public Relations
Di Pietro, Robert J. – 1983
The strategic interaction method is based on the principle that dramatic tension is the essential ingredient in second language learning, but unlike the drama built on audience spectatorship, classroom drama builds within each student involved in the interaction. Students take scenarios, thematically cohesive events, and create their own dialog as…
Descriptors: Class Activities, Classroom Techniques, Difficulty Level, Drama
Cassella, Michele; Mason, Gail – 1986
The basic communication theory course offered at Central Michigan University is designed to provide students with an understanding of fundamental concepts and terminology, and to expose them to theory and research in communication. The course gives students the opportunity to engage in simulations and other in-class activities, thus making…
Descriptors: Class Activities, Communication (Thought Transfer), Course Descriptions, Experiential Learning
Clewell, Suzanne; Haidemenos, Julie – 1982
A review of schema theory and memory research shows how the organization of text can affect comprehension and how three reading strategies can aid in improving student understanding of content area materials. The three strategies that help students remember information from the author's point of view are webbing, pyramiding, and think sheets. They…
Descriptors: Cognitive Processes, Content Area Reading, Elementary Secondary Education, Organization
Duchastel, Philippe C. – 1981
The testing effect is a phenomenon that may be described as follows: following the reading of a prose passage, a group of students who are given a posttest on the passage immediately or shortly afterward will later recall more of the passage on a retention test than will a similar group of students who are not given the posttest. Testing as a…
Descriptors: Classroom Techniques, Educational Research, Elementary Secondary Education, Learning Processes