Although theories of learning which stress the role of reinforcement can help us understand altruistic behaviors, it seems clear that a more complete comprehension calls for an expansion of our notions of learning, such that they incorporate affect and cognition. (Author/JM)

A definition and brief history of the learner analysis function as it relates to instructional development. (HB)

A discussion of the traditional strategy of teacher-controlled instruction as opposed to student-controlled instruction in order to determine the proper instructional sequence. A comparative study applying the pre-test/post-test design with regard to the efficiency of these two instructional procedures. (Author/HB)

Author advocates greater use of television and other media within validated educational technology systems called open learning systems.'' (Author/HB)

The language aquisition device (LAD) as hypothesized in the writings of Noam Chomsky is analyzed in terms of its applicability to second language learning (L2). (RL)

The intention of this article is to identify the main elements in the theme that the community college should guarantee learning and to question their implications. (Author)

Research supported by grant from National Institute of Health. (DS)

Three strategies were used to teach 39 community college students about partition of a set.'' Mean achievement of the Exemplification group on the exemplification test was significantly greater than the average of the means of the Characterization-followed-by-exemplification group and the Characterization-preceded-and-followed-by-exemplification…

The paper is directed to an examination of what is common to different forms of experience. The paper concludes that different forms of experience converge as to the knowledge they specify, but they diverge as to the skills they develop. (JB)

Discusses music concepts and analyzes the process of musical indoctrination and its meaning for the music student. (RK)

Alternative analysis to study reported in PS 502 061. Rejoinder presented in PS 502 063. (MB)

The argument presented concludes that unless needs for attention are satiated, the failure set reversed, and dysfunctional problem-solving approaches altered, the probability of academic success is low regardless of the administrative arrangement in which that child's education is provided. (Author)