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| Laboratory Training | 3 |
| Learning Processes | 3 |
| Sensitivity Training | 3 |
| Group Dynamics | 2 |
| Activity Units | 1 |
| Affective Objectives | 1 |
| Cognitive Objectives | 1 |
| Educational Philosophy | 1 |
| Elementary Education | 1 |
| Environmental Influences | 1 |
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Hall, Jay – Training Develop J, 1970
In laboratory training, the systematic use of feedback as a learning mechanism, along with strategies to involve the participants, constitute major departures from more classic teaching-learning techniques. (EB)
Descriptors: Feedback, Individual Development, Laboratory Training, Learning Processes
Peer reviewedKatz, Stephen I.; Schwebel, Andrew I. – Small Group Behavior, 1976
This study was designed to compare the effects of residential and nonresidential laboratories in transfer of training. Subjects were middle-level managers. The results indicated no differences in transfer in the two groups. Both groups underwent substantial changes in their perspective on work problems and in their use of work-related skills. (NG)
Descriptors: Environmental Influences, Group Dynamics, Group Norms, Human Relations
Brown, George Isaac – 1971
This book presents the results derived from the Report to the Ford Foundation on the Ford-Esalen Project in Affective Education. Confluent education refers to a philosophy and a process of teaching and learning in which the affective and cognitive aspects of learning flow together. The project's purposes were: 1) to assemble the various approaches…
Descriptors: Activity Units, Affective Objectives, Cognitive Objectives, Educational Philosophy
