The experiments discussed in this report do not have a direct relationship to each other but represent work on a series of sub-issues within the general framework of visual processing of information. Because of this discreteness, the report is organized into a series of papers. The first is a general review of tachistoscopic work on iconic memory…

Three approaches to teaching university-level creative problem-solving skills are described. (BD)

The nature of insight is discussed as it relates to mathematical models. Intuition and the intuitively obvious are argued to have no necessary connection with models. (MP)

The contrasting approaches of differential psychology and cognitive psychology to the same individual differences data are outlined. Using data from the Clark and Chase sentence-picture verification task, four loci of conflict between these two disciplines are identified: (1) theory versus measurement; (2) meaningfulness versus reliability; (3)…

Argues for the importance of combining the concerns of the functionalist (Dewey, 1910) approach to memory with investigations of the effects of context and task demands. Two experiments are reported that demonstrate interactions between task demands and the more traditional functionalist variables. Particularly demonstrates that the effects of…

A series of experiments was reported in which three models of word identification were evaluated: the direct-semantic-access model, the visual-features stage model, and the phonemic-recoding stage model. A modified Stroop task was used to contrast these three models. (Editor/RK)

Discusses general ways to approach and solve engineering problems. Uses the phase plane and perturbation methods to illustrate the qualitative study of equations. (MLH)

Attempts to propose a cognitive process model of problem finding, operationally define problem finding, and to present empirical evidence for the proposed model. (Author/RK)

Suggests that instructional theory is possible, but it should concern itself only with narrowly circumscribed local instructional situations, relatively small chunks of curriculum for relatively small segments of the educational population. (Author/AM)

The "property-set model" is proposed for concept learning and subsequent recognition and classification of old and new exemplars. In an experimental evaluation of alternative models, the property-set model was the best predictor of both recognition and classification performance. (Author/RM)

Today, the term 'behavior therapy' has no clear denotation. Those who adhere to the more delimited meanings of behavior therapy tend to disregard significant nonbehavioral therapeutic development. They also overlook convincing data demonstrating that in adult humans, conditioning is produced through cognitive mediation. Adoption of a more…

Discusses prevailing ideas of how children learn language and addresses the argument of rules versus analogies in learning to form the past tense of verbs. Cites cases involving connectionist models. (ML)

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)

Replies to Steinberg's article on protocol analysis in this issue and argues that even if the writing process is a problem-solving process, it is too complex to analyze sufficiently using protocols. (SRT)

An inductive concept-identification model of expository text processing, consonant with current theories of macrostructure development, is proposed as part of a reading comprehension instruction model. An evaluation study with fourth and sixth graders is described. Results are interpreted as supporting the model. (Author/BS)