Flexibility in the application of instructional methods is the best approach to a teaching situation. Insofar as possible, a combination of traditional learning methods with heuristic (problem solving) and programed ones should be used. (CK)

The logical extension of results may be valuable in adding to our understanding of the variety of phenomena involving mediational processes, such as transposition, reversal and nonreversal shifts, imagery, concept formation, word meaning, and the effectiveness of verbal stimuli in discrimination and generalization. (Authors)

Results indicate that the semantic constraints revealed by adult associative sentences used here are a functional part of the linguistic knowledge a 5-year-old child brings to the task of memorizing sentences. (Authors)

Findings suggest that, if curiosity is to be developed meaningfully in the schools, affective development must be fostered at the same time that cognitive skills are taught. (Authors)

Authors suggest that consideration be given to maximizing the opportunies for systems in either cerebral hemisphere to develop fully in early life, when the child is essentially split-brained," so that developmental imbalance does not exist when the two hemispheres later begin to communicate. (Authors/MB)

Thirty Negro and white preschool children were tested for differential preference for Negro and white characteristics on four facial features. (Authors/MB)

Words and other verbal stimuli are processed as phonological sequences having a characteristic beginning-end-middle structure. They are not processed as invariant units, but are coded as sets of distinctive features, the coding being controlled, at least partly, by the context in which it takes place. (AN)

Study results suggested that clients responded more favorably to relationship aspects of the interview with a nonexpert than with an expert, informational recall was greater for clients interviewed by the expert counselor, and global ratings of counselor effectiveness did not differentiate between expert and nonexpert counselors. (Author)

The author examines several theories and experiments dealing with the sexual basis of behavioral differences of males and females. She concludes that the cultural biases concerning women permeate current research in the behavioral sciences because of the lack of controls and poor methodologies. (MB)

Experimental literature on expectancy change and performance effects of expectancy is examined and interpreted as challenging the deep pthology" concepts of the poor, and thus in turn questioning the basis of intervention programs based on these concepts. (JM)

The history of the relation between achievement tests and curriculum programs is reviewed, and it is concluded that content specialists are best qualified as sources of curricular goals to specify content, kinds of attainment, and standards. The specification of instructional intents is also considered from the perspective of modern cognition…