Noting that the use of behavioral objectives poses a particular problem for arts instruction, since it is difficult to formulate the aesthetic experience into identifiable behaviors, the author suggests that Polanyi's theory of tacit knowing may help explain how formal music study can influence the aesthetic experience of music. (Author/SJL)

This theoretical model for message design directs the designer to design a block of time that optimizes the information load and message complexity within the constraints of the receiver's abilities and experience, the requirements of the source, and the capabilities and limitations of the medium. (Author/JEG)

Presents a study examining current network television newscasts to determine the extent to which "helplessness" models are depicted. Concludes that there is little variation between the networks and that, in some ways, the rendering of the story rather than the event itself produces the "helplessness" model. (JMF)

Five experiments were conducted that illustrate microprocesses of discourse comprehension related to foregrounding. An intermediate case in which prior memories exist but must be reinstated to active memory was studied in detail. (SW)

Comments on the study of Mali and Howe (1979) which used the work of Nussbaum and Novak to examine the notions that Nepali children hold about the earth. (HM)

Compares the performances on a battery of six Piagetian tasks of 80 Nigerian high school students classified as high and low achievers in biology. The relationship between performance of very bright biology students (high achievers) and intellectual precocity is also investigated. (HM)

Some ideas about how available pieces of reading theory, research, and instruction fit together. (Author)

If we make the assumption that the social studies convey major learning processes that affect the learner in all his aspects, then more should be done to achieve such objectives. The authors examine current thought on types of behavior and point to some important problems. (Editor)

Through the use of two propositions, the author presents his perceptions of how effective teaching/learning transactions in the adult learning process can be effected. Discussion also covers the job of the developer and trainer, and certainties about the learning process. (SH)

British educational writings from the period 1770-1850 are examined for theoretical treatment of the mind, nature of thought, and relationship between knowledge and thinking. Special concern is taken with how the theories devise and justify educational programs. (Author/ND)

Argues against a type of program evaluation of undergraduate institutions that assumes students are products. Proposes that if students are products, then students are raw materials. Discusses the philosophical problems of considering students as raw materials. (DDR)

Describes the use of three questionnaires in assessing how students learn. Results of the study process questionnaire, the course experience questionnaire, and the learning style inventory indicate that lecturers need to change their teaching paradigm to one where the lecturer is closely involved in the learning context. (DDR)

Addresses the question of what bearing the nature of educational theories has on their application to practice and focuses on the application of normative goal-directed theories of science education. Contains 40 references. (DDR)

In response to an article in the same issue by Norris and Kvernbekk, argues that the theory of Driver and associates, elaborated upon in the three articles which form the basis for their analysis, is not a normative goal-directed theory. (DDR)

Reports on a study that assesses the effects of the application of visual information-processing theory to the design of a laboratory manual for chemistry. Focuses on the effects on content learning, practical skill mastery, and attitudes of university students enrolled in a general chemistry course. Contains 41 references. (DDR)