Analyzes the use of behavioral self-modification projects in college classes. Such projects are attempts by students to apply the principles of behavioral psychology to their own behavior. Discussed are impact of projects on student learning, extent of student behavior change, and adequacy of research design. (Author/AV)

Suggests that there are creative ways of measuring affective objectives in art and that an instructional objective may include affective criteria related to cognitive or pschomotor competencies in art. Also notes the teacher's role in helping students to appreciate what they have learned in art. (Author/RK)

The author describes the qualitative features of learning by school pupils in Russia who have completed education under an experimental system. This is done through analysis of certain aspects of their school work in the middle and upper grades. (Author/RM)

Examines possible relationships between the analytic/global dimension of cognitive style, as defined by Davis and Klausmeier (1970) and measured by the Children's Embedded Figures Test (CEFT), and two modes of instruction varying in the level of written guidance (Intermediate and Maximal) provided the learner. (Author/RK)

This research finds that the experience of time-in-passing is an inverse function of the processing demanded by a concurrent task. An attentional model is suggested and evaluated against the literature. (Editor/RK)

An affective education teaching model is outlined defining a continuum of affective development and the resulting range of approaches possible at present and in the future for meeting affective goals. (MB)

Research that has examined anxiety and stressful attitudes toward mathematics is reviewed and updated. (DEP)

First, notes several important non-epistemological factors that seem to be particularly relevant to the success or failure of interdisciplinary inquiry and then turns to the epistemological and methodological constrinsts on interdisciplinary work. Also expands on the notion of interpretive knowledge. (Author/AM)

Notes that the issues of setting, evaluation, and curriculum are all connected with the larger issue of moral and social development. They all affect a childs' attitude towards himself, knowledge, learning, and his fellow human beings. (Author/AM)

Excerpts are from a recently completed study of the cognitive styles of Indian and non-Indian children and they also draw on the recollections of college students. (Author/AM)

Reports that many creative leading mathematicians have introduced the concept of baby research, signifying a playful investigation that takes place at a childs' initiative and is carried out with freedom without specific knowledge or pre-conceived ideas of where it leads. (Author/AM)

Spontaneous speech samples of 15 children were analyzed for appropriate and inappropriate use and nonuse of the past tense verbal inflection. It was found that: (1) two types of overgeneralization errors have acquisitional relevance; and (2) partial regularity blocks overgeneralization errors. Two hypotheses were not supported. (CHK)

Television's combination of wide appeal and potential for distortion is giving advocates of equality for the sexes concern about its influence in perpetuating sexist notions. (Editor)

Emphasizes the need in communication education to balance the teaching of specific terminal behaviors with the teaching of cognitive learning. Suggests teaching methods for implementing cognitive goals in the classroom. (MH)

Kaufman Assessment Battery for Children scores obtained by 20 Down's syndrome children (ages 8-12) were compared with scores of 20 younger siblings and 20 nonretarded children matched for mental age. Among results were that Down's syndrome children performed significantly better on subtests employing visual as opposed to auditory channels of…