Although there has been much research about the relationship of learning and performance and individual differences in learning style, there has been little written about how to diagnose the styles. The author presents a theoritical understanding of learning styles and suggests assessment questions that a counselor can use in observing students…

Unlike previous studies, the present experiments simultaneously differentiated the stimulus events along more than one (binary) dimension. (Authors)

In an interview, Charles Siepmann, a leading exponent of educational television, discusses this medium and its implications for learning, teaching, professional education and the role of libraries and librarians. (Author/KE)

The author cites several studies and psychological principles in criticism of the lecture method of teaching. (JM)

Describes four different styles of working exhibited by four different children as they worked with water flow. Each of the four children's approaches varied substantially, but each learned in his own way about water flow. The author believes that each child should be encouraged to follow his own style of learning. (BR)

Distinguishes between the content and the process in teaching physics although recognizing their interdependence. Examines the objectives of college physics and describes the nature of physics courses to meet these objectives, both for the physics majors and the nonmajors. (RR)

Nongraded diagnostic progress tests, individualized remedial procedures, and criterion-referenced grading standards were utilized in an effort to help all students attain final course mastery. The strategy enabled 80percent of the students to attain final course mastery. (Author)

Reported is a study which measured conservation of length among kindergarten and first-grade subjects using several verbal and nonverbal procedures. The results indicated that conservation of length is not a simple unitary concept, but has empirical gradations. (Author/CT)

This article discusses the rationale for the classroom use of manipulative materials. Selection criteria are presented for the guidance of teachers, together with advice on how and how not to use the materials. (MM)

Marihuana affected recognition processes of human subjects, and, with respect to initial learning, also affected acquisition processes involved in the storage of information. (AL)

A review of recent research concerning ordered sequence of learning items in mathematics is presented. Implications for classroom teaching are developed. (JG)