A complex task designed to elicit a variety of memorization strategies was presented to 236 children aged 10 to 14. (MP)

Stimulus analyzer theory as proposed by Sutherland and Mackintosh (1971) makes the unique prediction that the first-experienced reinforcement schedule will influence resistance to extinction more than subsequent schedules. Results presently reported of runaway acquisition and extinction indicate the opposite: C-P consistently produce substantially…

Attempts to evaluate the effect of various combinations of traditional instructional methods (TM) and personalized instruction (PSI) on final exam scores. It is hypothesized that groups which received PSI combined with enrichment provided by TM will score significantly higher on their cumulative final exam than students who receive instruction by…

The intention of this paper is to introduce some of the basic ideas and techniques used in a series of recent investigations of learning involving realistically complex learning materials. (Author)

Outlines findings of contemporary neuro-scientists studying the biological basis of human learning and behavior. Areas of research discussed are: (1) the center of human emotion--the limbic system; (2) brain rhythms; and (3) the molecular basis of learning. (CS)

Looks at the part played by the ideas of Friedrich Froebel in the work of the Froebel Institute. (Editor)

Describes a 2-day supervisory training session (part of 5-day workshop) which deals with human relations using transactional analysis and involves the participant-oriented group experience. Five guidelines for facilitators are included. (SH)

Two extreme, mutually exclusive logic patterns are considered--"creative" and "constructive." It is proposed that most individuals display intermediate traits of the two modes, and that an understanding of these qualities can further the concept that individuals learn differently and have different instructional needs. (RW)

Investigated in two experiments involving 15- and 16-year-old mentally retarded students was knowledge of conceptual categories as reflected by semantic priming effects. (Author/IM)

Recounts the author's experiences in theatre education with students in the small, rural Peacham School in Vermont. The evolution of theatre concepts, philosophy, practices and community acceptance are described. (MH)

Argues that choice with responsibility belongs to the child, there must be a gradual continuous assumption of responsibility, and the choice with responsibility is a learning process. It is important to avoid offering choices that are not authentic. Adults also have responsibilities in fostering children's growth along these lines. (BF/JH)

The author proposes that Guilford's structure-of-intellect model be used as a starting point for researchers studying the interaction of instructional media attributes with individual differences in cognitive variables. (BD)

Individual items were tested for old-new and right-wrong identifications following one, two, or four study trials on a multiple-item recognition learning task. The pattern found for functional identifications suggests that frequency cues may be supplemented by other kinds of cues that enhance identifications of items in terms of their prior study…

Using the process of situational learning effectively we develop the capacity to discover who and what we are. This technique affords us the opportunity to explore how we were conditioned into the patterns and habits that now compose our being. (Author)

Discusses cognition and distance learning, reviews recent research on instruction to help designers create courses that transform passive students into autonomous learners, and describes the scaffold knowledge integration framework and uses it to interpret current approaches to distance learning. (110 references) (Author/LRW)