By whatever method, whether we consider ourselves to be involved in training, teaching, or educating, the ultimate objective is the same: to impose new patterns of behavior, new habits, upon the narrow patterns and/or muscle responses of the students. (Author)

Looks at a variety of learning theories: andragogy, behaviorism, cognitivism, conditions of learning, Gestalt, and social learning. Addresses the difficulty of selecting an appropriate theory for training. (JOW)

Ways that trainers use humor to diffuse stress and stimulate creativity are described. Discuses how humor engages people, allows failure, and overcomes defenses and resistance. (SK)

Shorter learning cycles for workers are a strategic advantage for most companies. Companies that complement product cycles with knowledge often employ four strategies: (1) early involvement in training, (2) conducive organizational structure, (3) innovative knowledge delivery, and (4) breadth of content. (JOW)

The wide range of practical thinking skills are teachable and learnable. By treating thinking as a teachable subject, trainers can help people develop and increase their brain power. (SK)

Briefly discusses perceptual and organizational differences between the brain's left (sequential) and right (associational) hemispheres. Suggests that learning situations can be greatly enhanced by involving the learner's right hemisphere and describes some ways to stimulate that portion. (MF)

Although content-based instruction may eventually produce the same quality of learning as skill-based training, the latter produces results more quickly because skills are practiced earlier. Commonly used for teaching computer skills, the skill-based approach has other applications such as accelerated language learning and the Yamaha method of…