A Dutch teacher presents a lesson on color in architecture and visual problem solving for high school students. Basic teaching and evaluation procedures are discussed. This article is one of several in this issue on art teaching in other countries. (SJL)

Describes how polydiacetylenes can be used as educational aids. These polymers have conjugated backbones, which cause changes in color when the polydiacetylenes undergo various chemical and physical processes. Diagrams summarize all chemical reactions and their associated color changes. (CS)

Discusses the film industry's conversion to color cinematography in the period between the 1920s and 1960s. Cites economic considerations, technological modifications, and aesthetic preferences by audiences as factors in this development. (JMF)

Examines the distinctions and interrelation of the artist's intentions and the viewers' understanding of a work of art by using the work of Vincent van Gogh and relating it to the artist's correspondence about his own work. (JMF)

The effectiveness of color cuing strategies is analyzed in terms of learner aptitudes, the type of learning required, the category of color cuing employed, and the relationship between color cues and other feature cues. (Author/JEG)

Suggests educational games that reinforce directional concepts, color recognition, and listening skills. (MP)

It is argued in this review of Fisher's stories that no other writer captured the manner and morals of Harlem in the 1920s and that these stories establish Fisher as the principal historian and social critic of the Harlem Renaissance period. (Author/EB)

Findings indicated that, in general, seeing a training film in color did not enhance performance; in fact it appeared to have inhibited it. (Author/DLS)

Outlines a selection of demonstrations for teaching color science to students of science, fine arts, and interior design. (MLH)

Introduces business communication instructors to the principles of effectively using color. Discusses general uses of color, color used with text, spot color, color in oral presentations, and color in resumes. (SR)

The responses of 18 phonologically delayed children, aged 6-7, to 3 types of pictured stimuli were examined. Results indicated that black and white drawings were less frequently identified than either colored line drawings or colored photographs. (Author/JDD)

Confirms that infants, like older children, are capable of responding categorically to stimuli of different shapes if these are similar in hue. (PCB)

Uses a diode array spectrometer to explain why blue objects appear red when viewed through the yellowish amber lens of "blue blocking" sunglasses. (JRH)

Adolescents identified letters presented to them on the basis of color. Subjects (n=20) with mental retardation exhibited facilitation when the target was identical to the target on the preceding trial but did not exhibit inhibition when it had been a distractor on the preceding trial. Inefficient suppression processes may result in performance…

Tested 160 children on a Stroop-like day-night test that involved 2 rules. Also tested for whether remembering two rules alone was sufficient to cause difficulty. Concludes that the requirement to learn and remember two rules is not in itself sufficient to account for the poor performance of younger children (under five) in the experiment. (DR)