Offers a critique of the articles in this issue. Examines the four basic instructional design tools that are described, including tool functions, tool characteristics, and tool evaluation; compares the tools with earlier models; and suggests the need for future instructional design tool research and development. (LRW)

Discusses instructional analogies and describes two studies which were designed to examine the effects of instructional analogy training on college students' ability to identify the application of advanced physiological concepts. Student performances are compared with and without analogies and future research is suggested. (Contains 71…

Explains a generative theory of textbook design and describes three experiments that compared college students' solutions on transfer problems after reading science texts with illustrations adjacent to corresponding text and including annotations, and illustrations separated from text without annotations. (LRW)

Compares seven positions on media influences on learning that were presented in a previous journal issue; discusses the conflict between advocates of a given approach versus integrated approaches to the solving of complex problems; and presents a model that links cognitive processes to computer-based prescriptions for improvements in learning. (35…

Discussion of the amount of mental effort children invest in television viewing versus book reading focuses on a Dutch study based on Salomon's model and his studies with children in Israel and the United States. The depth of information processed is discussed, and differences in results are examined. (18 references) (LRW)