The purpose of this paper is to examine how mathematically talented children in a disadvantaged rural community experience mathematics, both as a discipline and as a school subject. The aim is to find answers to questions such as: "What do these children think mathematics is?" "What value do they attach to the study of…

Replies to Gholson's commentary (PS 522 655) on the article by Coldren and Colombo in this monograph. Discusses limitations in the shift procedure methodology traditionally used in research on discrimination learning, and considers the use in future research of methodologies that can precisely decompose children's responses to feedback during…

Explores the relationship between good grades and success in nonacademic life. Research shows there is a positive correlation between student involvement in cocurricular activities and success following high school and college. (MD)

Examines implicit assumptions about knowledge and learning found in the "Holmes Report" on teacher preparation. Considers the impact of these epistemological assumptions on conceptions of art knowledge, learning, and teacher assessment. Suggests that art education could provide a needed evaluative counterpoint to current trends toward…

Attempts to identify and characterize patterns of expert teaching practice as they occur in context, and to confirm these patterns through processes of verification. Observes teacher Dorothy DeLay in her studio, documenting her teaching through notes, audiotapes, and contextual artifacts. Discusses DeLay's theory of proximal positioning in…

Recognizing that to learn about culture will aid the new Canadian in attaining cultural awareness, this article argues that it is imperative to develop strategies for teaching about culture. Using folklore as a critical methodology in the ESL classroom is such a strategy. Because folklore is an intrinsic part of everyday life, its use promotes and…

Second and sixth grade children solved a series of four-and eight-dimensional discrimination learning problems dictating selection of hypotheses which could be monitored by means of blank trials. Differential effects of stimulus complexity upon the performance of the two age groups are discussed. (GO)

Groups of second grade and college students were presented with a series of three-alternative, four-dimensional discrimination problems that contained probes for the subject's hypothesis. Subjects received either complete feedback or partial feedback. In the latter condition, when subjects were told their response choice was incorrect the correct…

Two groups of kindergarten children received stimulus differentiation training either with feedback (experimental Ss) or without (controls), prior to presentation of a series of discrimination-learning problems using blank-trial probes. Findings are discussed in relation to theoretical perspectives derived from Piagetian theory and developmental…

Examines second graders' and sixth graders' observational learning of complex problem solving strategies. (BD)

Preoperational and concrete operational kindergarten children received stimulus differentiation training, either with or without feedback, and then a series of discrimination learning problems in which a blank trial probe was used to detect a child's hypothesis after each feedback trial. Piagetian stage theory requires elaboration to account…

Explores third and sixth grade children's acquisition and analogical transfer of the base of a relatively complex problem. One group at each grade level received two analogs of a scheduling problem; other groups received only one analog or a transfer task. After criterial performance, all children were transferred to an isomorphic analog and…

Proposes that component units of prediction hypotheses are acquired independently and at different rates by the young child. On the basis of a combination of learning-set and blank-trial evaluations of children's conceptions, finds that young children exhibit response patterns corresponding to hypotheses in most of their probes. (Author/CI)

Second grade Ss and college students were tested under three conditions of the temporal relationship of feedback and stimulus information. (Editor)

In the course of two experiments, groups of kindergarten, second, fourth, sixth grade and college students received several discrimination problems to investigate hypothesis testing behavior. (Authors/MB)