Ninety-six student pilots were trained on a range-estimation task, either by a trial-and-error method or by an errorless method. (Author)

The discussion is organized around the following five broad principles: (1) The source of educational relevance is the analysis of coping behavior. (2) Generalization and differentiation are the cutting edges of the educational process. (3) The learner is an active and affect-generating element of the learning situation. (4) Man is a…

Provides an example of an attempt to base an epistemology of teaching and education on the powers of the mind rather than on the impacts of the world upon the mind. In this discussion, the example selected is related to numbers and the teaching of mathematics. (RP)

Preschoolers were given instruction in the three set relations: (E) equivalence, (G) greater than, and (L) less than. Instructional sequence of the relations was the only independent variable. Posttest scores of the EGL sequence group were significantly better than those of the control groups. (RS)

Suggests an increase with age in children's ability to focus on essential content from a media presentation. Children in early adolescence seemed better able than younger ones to ignore nonessential information. (WY)

The authors have developed a framework for improving the visual communication element of television. After warning that seeing is not enough to insure learning they discuss the five pre-production components which research indicates should be considered when designing television pictorials." (Editor)

Piaget's work is seen as a basis for the assessment of a projected course. The stages of a course ought to follow the same order of increasing logical complexity as are present in the pupils' own development. (LS)

Reprints from: Gene V. Glass, Laboratory of Educational Research, University of Colorado, Boulder, Colorado 80302.

Reprints from: Arthur R. Jensen, School of Education, University of California, Berkeley, California 94720.

The results of this study suggest that mnemonics may have little or no direct effect upon retention, although they profoundly influence the rate of original learning. Based upon a dissertation submitted in partial fulfilment of the requirements for the PhD., University of California, Berkeley, 1968. (Author/FWB)

Presented are responses to questions often asked about slow learners, including: What kinds of materials can be used with slow learners? Is it advisable to deliver lecture lessons to slow learners? How do you start a class lesson? Can the teacher of slow learners reach every student? Teaching techniques and learning activities are described.…

Investigates the effects of visual organization and cooperative learning in problem-solving strategy. Examines participating students' multiple-choice problem-solving ability, strategy performing ability, anxiety about chemistry learning, perception of involvement, and motivation to learning science. Reports a significant main effect in strategy…