A cognitive interpretation is suggested to account for the inverse relation between availability of social stimuli and their subsequent efficacy in a reinforcing role. In this interpretation, the emphasis is on the interpersonal nature of the interaction between the child and the reinforcing person. (Author)

Response to PS 502 660. (CB)

Summarizes Piaget's research and theory and takes a critical look at its implications for education. (Author)

Causes of inconclusive results concerning learning hierarchy research are examined. Two suggestions are given for overcoming problems and research flaws: maintain Gagne's original design, modifying shortcomings; and follow more rigorous methods presented by the author. (SM)

Part one of a two-part series. (DS)

Self-instructional booklets containing the advance organizer, cognitive set, and post organizer varying according to experimental treatment were randomly assigned within nine Algebra 2 classes. Results showed a significant interaction between advance and post organizers: either one used separately facilitated learning and retention, but when used…

Rejoinder to PS 502 062 which in turn is an alternative analysis of authors' study presented in PS 502 061. (MB)

Briefly reviews research concerning concept learning related to science instruction and argues that a strong theoretical understanding of these processes will be needed whatever the variations in curriculum emphasis. (AL)

Physics concepts, developed in young children, are compared to scientific concepts which have best withstood revolutions" in science. (Author/CP)

Presents data that contradict the facilitating effect of advanced organizers demonstrated in 1960 by Ausubel when using the same materials. Suggests possible reasons for the discrepancy and lists conditions where organizers may be effective. (AL)