The ability of preverbal infants to abstract a prototypical representation of a category, when presented with examples of an artifically constructed category, was investigated. It was determined that infants could process visual information constructively and could take a more active role in category formation than previously believed. (Author/MH)

Four worksheets appropriate for various grade levels 1-8 that can be used to provide experience in classifying numbers according to various attributes are given. (MK)

Demonstrates the utility of a behavioral method for classifying cotherapists in terms of similarity and consistency and examines the relationships among cotherapists' similarity and consistency of focal interventions, amount and type of work that group therapy patients performed, and treatment outcome. (Author)

Explores the relationship of an individual's reliance or nonreliance upon concrete cues in problem solving and performance on a model-based measure of hierarchical classification. Level of cognitive development, as determined by performance on Piaget-type tasks, generally predicted hierarchical classification ability of junior- and senior-high…

Reflects on the development of instructional design, relating the progress made in task analysis, the use of taxonomies of learning outcomes, sequencing of instruction, simulation, media selection, and instructional strategies. (RAO)

Describes a seven-level taxonomy intended to assist design teams to produce more generalized, flexible media to support instruction. The levels are defined as jargon and definitions, component point recognition, awareness of purpose, components of usage skill, awareness of sequences, skill performance or application of relationships, and…

Presents a rationale for counseling couples in groups and illustrates how people can be taught to pair up with counselors in order to help their spouses rather than hurt them. Specific steps in forming and facilitating the group are presented. (BEF)

The results of three experiments showed that: (1) children from 20 to 32 months of age are able to identify basic-level, conceptual, and complementary relationships; (2) objects are responded to more effectively than pictures; and (3) both perceptual and verbal-symbolic processes are important in matching and identifying stimuli. (JMB)

Presents findings of investigations of Library of Congress subject analysis of minority groups conducted at St. John's and Florida State Universities to determine if the analysis is prejudiced, offensive to the affected group, accessed via terms the intended audience would use, and if the vocabulary is objective. (FM)

Describes the elements of a selection decision model, and develops an outline for classification of library materials by source of origin. Descriptions of short- and long-term goals for collection development are included, as well as an outline of macro- and microselection decision making. (Author/MBR)

The spontaneous speech of five aphasic Ss (47-70 years old) was rated on-line by four clinicians to test the reliability of seven response categories (devised for the concurrent evaluation of aphasic speech). (Author/PHR)

Special emphasis is given to the kinds of control that can be exercised over initial status, including the use of proxy input data. A rationale for the classification scheme is developed, based on (1) three one-shot, one cross-sectional, and two longitudinal data types and (2) two types of referencing: criterion referencing and norm referencing.…

Provides a brief review of the recent history of educational psychology to provide a perspective for later remarks, summarizes some relevant portions of a new theory of structural learning (Scandura, 1971, 1973), and discusses how the theory might be extended to provide a basis for conceptualizing the teaching-learning process. (Author/RK)

Monstermania is with us, folks, and the idea here is to put King Kong and some of the other creatures favored by your kids to work for you in class. It's not as monstrous as it sounds; in fact, it's downright easy. (Editor)

Concludes that what the older woman needs is what all humans need, but that what she gets, unfortunately, are very limited options. (Author/AM)