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1/2 and W. Zimmer DOCUMENT RESUME El) 355 806 FL 021 071 TITLE The Journal of the Society for Accelerative Learning and Teaching, 1992. INSTITUTION Society for Accelerative Learning and Teaching, Inc. REPORT NO ISSN-0273-2459 PUB DATE 92 NOTE 302p.; For the 1990 and 1991 journals, see ED 347 789 and ED 345 584. AVAILABLE FROMSALT Journal, Accelerated Learning Systems, 3028 Emerson Ave., So., Minneapolis, MN 55408 ($30 annual subscription). PUB TYPE Collected Works Serials (022) JOURNAL CIT Journal of the Society for Accelerative Learning and Teaching; v17 n1-4 Spr-Win 1992 EDRS PRICE MFO1 /PC13 Plus Postage. DESCRIPTORS *Academic Achievement; *Acceleration (Education); Achievement Gains; *Anxiety; *Brain Hemisphere Functions; *Counseling Techniques; Creativity; Educational History; Elementary Secondary Education; Foreign Countries; Intelligence; Learning Disabilities; Mathematics Instruction; Memory; Neurological Organization; Reading Instruction; Relaxation Training; Science Education; Speed Reading; Student Interests; *Suggestopedia; Test Anxiety; Writing Instruction ABSTRACT This docment consists of the two issues (1/2 and 3/4) of the Journal of the Society for Accelerative Learning and Teaching published during 1992. Articles in these issues include: "Hemispheric Preference, Intelligence and Creative Interests" (John W. Zimmer, David Guip, Dean L. Meinke, Dennis J. Hocevar); "Reading Test Anxiety with the Swish" (Harry E. Stanton); "The Evolution of Accelerative Learning from Lozanov to the Present" (Uschi Felix); "Relaxation Training Effects on Anxiety and Academic Performance' (Pedro R. Portes, Susan M. Best, Daya Sandhu, Tito Cuentas); "Improving Science Education: An Integrative Approach" (Joseph Jesunathadas); "Reading and Learning Disabled Students Improve Reading and Math through Videced Analytical Training" (Jan Erland); "Suggestopedia's Evolution in the West and in the East" (Galina Kitaigorodskaya); "Description of Five Counseling Cases with Lozanov's Memory Technique (Johnny M. Young, Daya S. Sandhu); "Using the Right Brain To Teach Writing" (Richard Jewell); and "Speed Reading Improves SALT Achievement Much More" (Hideo Seki). (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** THE JOURNAL OF THE SOCIETY FOR ACCELERATIVE LEARNING AND TEACHING U.S. Oto+AATMENT OF EDUCATION Off,ce a/ Educat.onai Research and Improvement -PERMISSION TO REPRODUCETHIS EDUCATIONAL. RESOURCES INFORMATION MATERIAL HAS BEEN GRANTEDBY CENTER (ERIC) (7'Tesis document has been reproduced as received Iron, the person or orgemiatton ortgrnatIng rt C Mrnor changes have been made to (motove reproductron twenty Pomts ot vtew or ocurhons stated (n th(saocu ment oo not necessarily represent offic,al TO THE EDUCATIONALRESOURCES OEM oos.tron or pol(CY INFORMATION CENTER (EMI.- Published by the Society for Accelerative Learning and Teaching, Inc. ISSN 0273-2459 Guidelines for contributors to theJOURNAL OF THE SOCIETY FOR ACCELERATIVE LEARNING AND TEACHING manuscripts with a focus on The Editor welcomes submissionof accelerating and improving teaching andlearning, particularly with classroom This journal publishes articles on:critical suggestion or Suggestopedia. quasi- reviews, theoretical analyses,speculative papers, case studies, experimental studies, as well as reportsof controlled studies of empirical research. MANUSCRIPTS should be typed on oneside of standard 8 1/2 x 11 bond should be paper.Do NOT use ditto.The original and 3 copies of all materials submitted, but the author should keep a copyfor checking proofs.All material is should be DOUBLE-SPACED, with amplemargins on all 4 sides. Typical length Longer papers may be about 20 pages. including footnotes,tables & figures. suitable in some cases. REFERENCES should follow APA styleaccording to the latest American Psychological Association Style Manual.See any issue of this Journal for In the body of the text, the workof other authors should be referred examples. Alexander to by name and publication date inparentheses as follows. "Xia and articles should be listed (1987) reported..."In the references the referred-to fully in alphabetical order by author(s),title and publication source information as follows. "Voci-Reed. E. (1987).Teaching adult learners using accelerated Learning and Teaching, 12 learning.Journal of the Society for Accelerative (1&2). 85-94.` Footnotes should be usedrarely, if at all. TABLES and FIGURES should be kept to aminimum, and should supplement rather than duplicate the text material. Each table should be typed on a separate sheet of paper and placed at theend of the manuscnpt. Figures should photographic reproduction: use India ink on a be submitted in a form suitable for be 5x7 good grade of drawing paper.Photographs (black and while only) should glossy prints. An ABSTRACT between 50 and 200 wordsshould be placed at the beginning of the work/study, of the manuscript.The abstract should include: purpose design, method and description of subjects,and results 8./or conclusions. manuscript Authors using a word processor:1. Submit 4 copies of the using FIXED-WIDTH characters, and NOTtypeset! 2. Submit a floppy disk of the manuscript, specifying both the computer andword processor in detail. ris 424 J., BEST COPY 1,1-. Journal of the Society for Accelerative Learning and Teaching Volume 17, Issue #1&2 Spring & Summer, 1992 CONTENTS Call for papers.Pedro Portes, Editor 3 Hemispheric Preference, Intelligence and Creative Interests.John W. Zimmer, David Guip, Dean L. Meinke & Dennis J. Hocevar ...5 Reducing Test Anxiety with the Swish. Harry E. Stanton 25 The Evolution of Accelerative Learning from Lozanov to the Present.Uschi Felix 43 Relaxation Training Effects on Anxiety and Academic Performance.Pedro R. Portes, Susan M. Best, Daya Sandhu and Tito Cuentas 117 Improving Science Education: An Integrative Approach. Joseph Jesunathadas 149 4 Pedro R. Portes, Ph.D. Renate Nummela-Caine, Ph.D. University of Louisville California State University Editor Associate Editor Don Schuster, Ph.D. Accelerated Learning Systems Iowa State University Minneapolis, Minnesota Production Circulation EditorialBoard W. Jane Bancroft, Ph.D Gabriel Rac le, Ph.D. Scarborough College 1554 Rolland Av Univ of Toronto Ottawa, Ont K1G 0J4 West Hill, Ont M1C 1A4 Jo Ann F. Bass, Ed.D. Shirley Johnson, Ph.D. Arkansas State University University of Louisville State University, AR 72467 Louisville, KY 40292 Win Wenger, Ph.D. John Senatore, Ed.D. P 0 Box 332 Univ of Southern Colorado Gaithersburg MD 20877 Pueblo CO 81001 Lyelle Palmer, Ph.D. Wendy Whitacre Stern Winona State University 5381 W Calle Conejo Winona MN 55987 Tucson AZ 85745 Priscilla Donovan, Ph.D. 3050 S Zenia St Denver CO 80231 For subscription, send order to: SALT Journal, Accelerated Learning Systems, 3028 Emerson Ave. So., Minneapolis, MN 55408. $30.00 per year, outside U.S., Can. & Mexico, add $20.00 per year for air mail.Copyright 1991 by the Society for Accelerative Learning and Teaching. Printed in the U.S.A. 5 J. of the Society for AcceleratedLearning and Teaching, Spring & Summer, 1992, Issue It1&2 Call for Papers Pedro R. Portes Journal Editor The Journal of the Societyfor Accelerated Learning and Teaching, aninternational and multi-disciplinarypublication,publishesori- ginal articles that advancetheory and educa- tionalpracticesinlearning,instruction and development.Appropriate papers include (1) those that advancesuggestopedia, socio- cultural and brain-basedtheoretical models of cognitive development,(2) summaries of programmatic research,(3)applications and empiricalevaluationsofinstructionalme- thods that advance development,and(4) provocative findings and analyseswhich bear on establishedpsychological paradigms. The journal also welcomes incisivebook reviews and in-depth critical analysesof recognized existing theory that centers onthe socio- historical and biological aspectsof human development. J. of the Society for Accelerative Learning and Teaching, Spring, 1992, 17(1) Hemispheric Preference, Intelligence and CreativeInterests John W. Zimmer, David Guip, Dean L. Meinke Center for Applied Cognitive Science The University of Toledo and Dennis J. Hocevar University of Southern California Abstract.In a study assessing students applyingfor a program for theartistically gifted and talented, the Style of Learning and Thinking (SOLAT), the Group Inventory for Finding Interests (GIFFI) and the Otis-Lennon Intelligence Test (0-L) were administered to explorerelationshipsamonghemispheric preference,creativeinterestsandintelli- gence. Additionally, the study examined a modifiedscoringstrategyforthe SOLAT which evaluated anexplicit preferencefor hemispheric functioning. Results obtained indicatedsignificantcorrelationsbetween right hemispheric preference and GIFFI rating. Integratedfunctioning(theexplicitpre- 5 ferencescore) was significantlycorrelated with GIFFI scores, while O-L and SOLAT subscore (Left,Right, and Integrated) corre- lations were onlysignificantforintegrated functioning. Results were discussed in terms of the dangers of directly transferring con- cepts and procedures establishedfor one disciplinetoanother,especially given the variableandsomewhatcounter-intuitive findings obtained. Introduction. The searchfortechniques andstrategiestoidentifycreativeindi- viduals has been one of the most frustrating in psychology and measurement. Conflicting definitions
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