Hello Sue: I am a very green lurker on the net and read your query re: study skills in quantitative subjects. I work at Queen's university in Kingston, Ontario. We are a 4 yr. university with graduate and professional schools. Our learning resources services are VERY small, myself and a colleague who have a total of four days a week devoted to learning strategies counselling for the university. So I offer these comments very gingerly. We will have the responsibilty next year of presenting a brief non-credit course to Applied Science students on probation. The course is meant to help them develop academic skills in Math, Science, and other engineering subjects. This is daunting for two people with postgrad training in Music and English. So we hired a summer student to research the area for us. She has come up with many useful resources; some she got through this listserve. They range from John Polya's book on mathematical reasoning to the books by Arthur Whimbey and Jack Lochhead. She found a good collection of papers in a journal called Cognitive Proces Instruction, 1979. She searched ERIC and the PSYCH index and obtained many articles discussing the thinking/learning process involved in math/science subjects, as well as articles discussing how to teach a relevant heuristic and what else beyond having a heuristic is involved in successful performance in these subject areas. She particularly looked at abstract reasoning skills, attention and concentration skills, and reasoning by analogy because those were the areas of deficiencies we identi fied in our student group when we did some diagnostic testing. If any of this is of interest to you, or relevant, please send me a mailing address and I will send you a bibliography, and any photocopies we have. While few of the books or articles actually are succinct, focused study skills type manuals, they suggest what should be addressed in such study skills sessions, and provide a theoretical foundation from which one could create sessions or a course - we think. As I say, I offer this hesitantly as we are very new at all this. Best regards, Elizabeth Schumaker, Queen's University, Kingston, Ont.