Discusses learning instruments, which give people a way of examining their behavior within a systematic framework of theory which can be directly translated into practice. (Author)

College freshmen chemistry students who performed best on the course examinations possessed both relevant facts and relevant subsuming concepts. This conclusion supports Ausubel's theory of learning. The presence of facts unorganized by subsumers had little facilitating effect on learning of new materials. (AL)

What is questioned here is not the teaching of words but their premature imposition upon the child before he has acquired the concepts that underlie them. (Author)

Higher levels of predicting the more frequent event were achieved with males than females; with the contingent than the noncontingent situation; and with adult males than boys in the noncontingent situation. Females were more likely to repeat an incorrect prediction. (MH)

Reviews research concerning (1) the superiority of one modality over another, (2) the simultaneous use of different modalities, and (3) modality studies specifically focused on reading. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

Clarifies distinction between figurative and operative knowing and its relationship to symbolic functioning. Outlines how the concepts of symbol, language and signification fit within the Piagetian Theory of Knowing. (Author/NH)

The problem of whether a precise connection exists between the stochastic processes considered in mathematical learning theory and the Guttman simplex is investigated. The approach used is to derive a set of conditions which a probabilistic model must satisfy in order to generate inter-trial correlations with the perfect simplex property.…

A review of Learning Theory and Mental Development (Academic Press, 1970) by William K. Estes. (DS)

The problems of interaction between the learner system and the task system are examined, and a model illustrating compatibility in the dual system of the reading process is suggested. (RD)

Outlines the importance of motor and perceptual learning in the educational process; criticizes the de Hirsch, Jansky, Langford technique for identifying potential reading failures; and presents a diagnostic procedure for determining children with motor-perceptual handicaps. Bibliography. (MB)

This study supported by a Public Health Service Research Grant, establishes "that discrimination reversal learning and transposition can be markedly facilitated by a common training procedure which is essentially perceptual in nature. (Author)