Knowledge of prerequisite dependencies is crucial to several aspects of learning, from the organization of learning content to the selection of personalized remediation or enrichment for each learner. As the amount of content is scaled up, however, it becomes increasingly difficult to manually specify all of the prerequisites among the different…

Describes a communication research course which includes instruction in the awareness of media distortions of behavioral science research. (PD)

Examines the relationship between students' performances on cognitive examinations and their abilities to identify the most appropriate strategy in a given situation. (MH)

This response to EC 603 649 argues that the field of applied behavior analysis does train a large number of practitioners and administrators and a few researchers, that graduate programs already vary research training and practice training, and that both practicing and research behavior analysts need to be taught the logic of experimental control.…

A study to investigate the effect which a graduate course in supervision would have on the empathic skills of allied health workers produced statistical data indicating "the students were remarkably more capable of identifying the empathic statement" at the end of the course than at the beginning. (Author/BP)

Research related to the training and measurement of cognitive skills (effective behaviors in situations in which events must be organized or structured in some way) represents a point of common ground between the educator and the behavioral scientist. That we so seldom train for generalized cognitive skills is paradoxical, for most authorities…

Describes an instructional strategy to help students understand behavior variations and the factors related to that variation. Maintains that the technique helps students understand the difference between a statement of association and a hypothesis. Includes a recommended diagram to help implement the strategy. (CFR)

Describes a clinical approach intended for use in introductory sociology courses. The approach centers on student-centered teaching methods such as self-disclosure, small group experiences, and workshops. (Author/DB)

Reports on the misconceptions held about behavior analysis among students in two advanced undergraduate courses in behavior modification. Finds that only 3 of 13 common misconceptions were held widely. Reveals that these three misconceptions were resistant to change. (CFR)

Assesses students' concepts of aging at the beginning, middle, and end of a psychology of aging course. Results show students' knowledge reflected stereotypes in the beginning, but during the course, new concepts appeared. Claims instructors can benefit from using this technique to plan and assess success of course goals. (Author/NL)

Reports two studies carried out in the 1970s and 1980s that examined whether intellectual mastery of the content in a psychology of women course facilitated personal change. Compared students' pretest-posttest scores on gender self-concept, attitudes, and assertiveness. Data indicate positive results, and scores did not change between groups. (NL)