Studied relationships of college student's personality to his learning traits, preferences for instructional strategies, and evaluations of instructional experiences by using Myers-Briggs Type Indicator. Concluded that both attitude and performance were influenced by personality traits in the self-paced sample course. (CC)

Suggests a proper sequencing of learning activities in science teaching with the textbook used after child's completion of inquiry and acquisition of big ideas.'' (CC)

Discusses the methodology and benefits of using a city as an instrument for examining American history and social dynamics. (JB)

Paper presented at the workshop on "The Utilization of Games in the Ego and Educational Development of Children, (National Institute of Mental Health, Bethesda, Maryland, May 25-26, 1967).

Describes social cognition curriculum learning activities designed to enhance young children's social and moral reasoning. Activities present challenging problems that children could deal with through dramatic skits, a thinking game, and/or spontaneous discussions. (BJD)

A cause-and-effect relationship exists between the event called teaching and the event called learning. Teachers should create antecedent conditions for learning by motivating students and by using strategies such as explaining, comparing, and reinforcing. (PP)

Background information, learning activities, and educational resources for a lesson unit on food additives is provided. Advantages and disadvantages of additives are discussed. (PP)

A teaching kit on coal as an energy source provides background information, ideas for activities, and educational resources needed to start a class project on this contemporary issue. Information about coal, coal mining, electricity production, and environmental-versus-consumer needs is provided. (PP)

In order to facilitate simultaneous use of verbal and gestural communication, a five-year-old Down's syndrome child was taught with the Promoting Aphasics' Communicative Effectivenes (PACE) technique. PACE provided a structured format to stimulate natural face to face conversation while providing for the use of multimodality communication. (SEW)

Brief articles on a linguistic approach to learning mathematics vocabulary, designing cross-figure puzzles, an activity with probability, and a problem with an erroneous solution are included in this section. (MNS)

Key factors in mathematics remediation for high school students are examined. Levels of learning are discussed, and suggestions are given for working at different learning levels. Examples are given for remedial activities with area, multiplicain, and decimals and percent, and additional references are included. (MNS)