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Journal of the Society for Accelerative Learning and Teaching, 1994. SPONS AGENCY Society for Accelerative Learning and Teaching, Inc DOCUMENT RESUME ED 386 019 FL 022 834 TITLE Journal of the Society for Accelerative Learning and Teaching, 1994. SPONS AGENCY Society for Accelerative Learning and Teaching, Inc. REPORT NO ISSN-0273-2459 PUB DATE 94 NOTE 444p. AVAILABLE FROM SALT Journal, Learning Forum, 1725 So. Hill St., Oceanside, CA, 92054. PUB TYPE Collected Works Serials (022) JOURNAL CIT Journal of the Society for Accelerative Learning and Teaching; v19 n1-4 1994 EDRS PRICE MF01/PC18 Plus Postage. DESCRIPTORS *Acceleration (Education); Cultural Influences; Learning Processes; *Neurolinguistics; Second Language Learning; *Semiotics; *Suggestopedia; Teacher Education; Technical Institutes; Two Year Colleges ABSTRACT Two issues of this serial include the following articles: "Editorial Note for Semiotics Issue" (Pedro Portes); "Qualitative Postmodernism and the Nature of Teaching and Learning" (Gary Shank); "Instructional Prescriptions Can Be Hazardous to Your Pedagogy!" (Donald J. Cunningham, Bruce Allen Knight, and Kathy K. Watson); "Toward a Mutual Interplay Between Psychology and Semiotics" (Alfred Lang); "Semiotics and the Deconstruction of Conceptual Learning" (J. L. Lemke); "Effectiveness of Accederated Learning as a Tool to Facilitate a Maintenance Paradigm Shift" (Aaron B. Clevenson); "The Effectiveness of Suggestive Accelerative Learning Techniques Applied in Teaching Underprepared College Freshmen at a Two-Year Technical School" (Vera Ann Confer-Owens); "Video-Taped Instrue.ion Creates Listening and Visual Memory Integration for Higher Reading and Math Scores" (Jan Erland); "Suggestopedia and Neurolinguistic Programming: Introduction to Whole Brain Teaching and Psychotherapy" (Daya Singh Sandu, Ed.); "Suggestology and NLP: Are There Similarities?" (Harry E. Stanton) ;"Neuro Linguistic Programming: A Pre-clinical Experience in Educational Psyhology" (Robert E. Saltmarsh); "Identification of Primary Representational Systems: A Validation of the Eye Movements Model of Neurolinguistic Programming" (Daya Singh Sandhu and Lina Yuk-Shui Fong); "Neurolinguistic Programming: Magic or Myth?" (Marcus Jacques Choi Tye); "School Stress and the Theatre" (Harry E. Stanton); "Methodological Considerations in Multicultural Research" (Robert Rueda); "The Atmosphere Factor" (Rosella R. Wallace); "The Tiger on the Stairway" (Donald H. Schuster); "Recent Research in Second Language Acquisition Supporting Accelerated Learning Techniques" (Wendy Whitacre); and "Book Review of Eric Jensen's "'The Learning Brain'" (Lyelle Palmer). There is a brief summary in Spanish at the end of each article. (Articles contain references.) (NAV) a THE JOURNAL OF THE SOCIETY FOR ACCELERATIVE LEARNING AND TEACHING Volume 19, Issue #1 & 2 Spring & Summer, 1994 Cr\ 0 1/40 00 (:) [Li BEST COPY AVAILABLE s DEPARTMENT OF EDUCATION 'PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRAN l'ED BY r-, CENTER tERICI 1,1, been leproduced as Ii th, persalfl 0 eigao,/,Thoo hooteat.ou cck\ LJ Moal haotam.t.ave been made to teeostocitoo P...ets t,4.1I0d in Ii 10 1HE E DUCATIONAL RESOURCES (1- po,ittrin eil INFORMATiON CE NTER RICA' P uhlz shed by the Sonet I/for AccelerativeLearnmy and f T each i» y, 171C. ISSN 0273-2459 11 Guidelines for contributors to the JOURNAL OFTHE SOCIETY FOR ACCELERATfVE LEARNING AND TEACHING The Editor welcomes submission of manuscriptswith a focus on accelerating and improving teaching and learning. particularlywith classroom suggestion or Suggestopedia.This journal publishes articles on: critical reviews,theoretical analyses,speculative papers, case studies, quasi- experimental studies, as well as reports of controlled studiesof empirical research. MANUSCRIPTS should be typed on one side of standard 8 1/2 x 11bond paper.Do NOT use ditto.The original and 3 copies of all materials should be submitted, but the author should keep a copy for checking proofs.All material should be DOUBLE-SPACED, with ample margins on all 4 sides. Typicallength is about 20 pages, including footnotes, tables & figures.Longer papers may be suitable In some cases. REFERENCES should follow APA style according to the latestAmerican Psychologidal Association Style Manual.See any issue of this Journal for examples.In the body of the text, the work of other authors should be referred to by name and publication date in parentheses as follows,"Xia and Alexander (1987) reported..."In the references the referred-to articles should be listed fully in alphabetical order by author(s), title and publication sourceInformation as follows, "Voci-Reed, E. (1987).Teaching adult learners using accelerated learning.Journal of the Society for Accelerative Learning and Tea China 12 (1&2), 85-94," Footnotes should be used rarely,if al all. TABLES and FIGURES should be kept to a minimum, and should supplement rather than duplicate the text material. Each table should be typed on a separate sheet of paper and placed at the end of the manuscdpt. Figuresshould be submitted in a form suitable for photographic reproduction: use India ink on a good grade of drawing paper. Photographs (black and white only) should be 5x7 glossy prints. An ABSTRACT between 50 and 200 words should be placed at the beginning of the manuscript.The abstract should include: purpose of the work/study, design, method and description of subjects, and results &for conclusions. Authors using a word processor:1. Submit 4 copies of the manuscript using FIXED-WIDTH characters, and NOT typeset! 2. Submit a floppy disk of the manuscript, specifying both the computer and word processor in detail. 3 Journal of Accelerative Learning and Teaching Volume 19, Issue #1 Spring, 1994 CONTENTS Pedro Portes, Editorial Note for Semiotics Issue 1 Gary Shank, Qualitative Postmodernism and the Nature of Teaching and Learning....5 Donald J. Cunningham, Bruce Allen Knight & Kathy K. Watson, Instructional Prescriptions Can be Hazardous to Your Pedagogy! 17 Alfred Lang,Toward a Mutual Interplay betwien Psychology and Semiotics 45 J. L. Lemke,Semiotics and the Decon- struction of Conceptual Learning 67 Pedro R. Pones, Ph.D. Daya Sandhu, Ph.D. University of Louisville University of Louisville Editor Associate Editor Don Schuster, Ph.D. Learning Forum Iowa State University Oceanside, California Production Circulation Editoria.L3oars1 W. Jane Bancroft, Ph.D. Jo Ann F. Bass, Ed.D Scarborough College Arkansas State University Univ of Toronto State University, AR 72467 West Hill, Ont M1C 1A4 Joeseph Jesunathadas, Ed.D. Renate Nummela-Caine, Ph.D California State University California State University San Bernadino, CA 92407 San Bernadino, CA 92407 Lye Ile Palmer, Ph.D. Robert Rueda, Ph.D Winona State University University So. California Winona, MN 55987 Los Angeles, CA 90089 For subscription, send order to: SALT Journal, Learning Forum, 1725 So. HillSt., Oceanside, CA 92054. $40.00 per year, outside U.S., Can. & Mexico, add $20.00 per year for air mail Copyright1 994 by the Society for Accelerative Learning and Teaching. Printed in the U.S.A. Journal of Accelerative Learning and Teaching, 19 (1), 1994 From theEditor: ThisSpecialIssue on Semioticspresentsaradicalshiftforthe journalasitattemptstobroadenitsbase, motives for being and goals.The unfamiliar fare the issue offers may likely be left undigested by many of our readers attuned to suggestopedia at first sight.However, a closer look at the threat thatsemiotics(thegeneraltheoryofsigns, symbols and semantics) poses to many as a part ofpostmodern discourserevealsthat some important connections remain within our reach. First, why should a special issue of this sort be presented in the first place?What doesit havetodo with advancing theactivitiesof learning and teaching?How does itfit within a periodicalthatisconcernedwithwaysto improve pedagogy?The first part of the answer isthat semioticsraisesquestions about the very worthof whatistaught. Do abstract concepts exist inreality, or are they simply the construction of a collective of knowers?If the latteristrue, why concern ourselves about accelerating the acquisition of arbitrary knowledgewhich isuseful in onlysome contexts? Secondly, this new perspective is healthyin forcing social scientists to examine some of the assumptions inherentintheir work. Postmo- dernismcreatesanimbalanceorcognitive 1 dissonance that must be resolved. Thusit inviteschangesinperspectives andcritical analysis of one's assumptions. Resolving such cognitive dissonance is important in advancing our intellectual developmentit would seem. Thirdly,itisinterestingthat semioticsin education, a part of the postmodern "bandWagon" ridden by increasing numbers of disaffected and anti-reductionisticfolks,employssuggestion for conversion purposes like any other model. Beyond the concernof how humans derive meaning throughsigns and symbols,which appears as a more fundamentalquestion than how we speed up the process of meaning-making ineducation, we findtheissueof how do paradigmsemerge,suchas behaviorism, suggestology, critical pedagogy or cybernetics. Howisitthatthe discourseofaminority becomes amplified and competes with others in gaining a market share of the public's cognition orperhaps conation? Ifallknowledgeis relative and its truth lies in numbers, then how do some competing concepts prevail and become institutionalized even when these arise from a small community of scholars? Isit because the latter have a clearer understanding of objective truths? Postmodernism is a threat to those who think thatobjectiverealitiescanbe frozenand studied, and eventually that such research can improve
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