A study of reader response to stylistically poor prose indicated that the negative effects were greater if the topic was familiar to the readers. The readers were not measuring the stylistic quality of the text, but rather, the texts were measuring the cultural information of the readers. It is not possible to separate reading skills from the…

The problems of fashioning a theory of language fall into two broad areas: (1) the neurophysiological correlates of language behavior are still little understood, and (2) the enormous amount of data on language behavior that has been gathered by researchers is subject to varying and differing interpretations. In spite of these problems, the…

The objective of this pilot study was to directly compare operationalizations of Piagetian and behavioristic learning theories in terms of acquired skills and transferability of knowledge acquired. It was hypothesized that, in a population of kindergarten children, (1) Piagetian and behavioristic methods would be equally effective in teaching…

This paper is the first of a series of three which attempt to integrate categories of description aimed at characterizing the experience of learning in terms of the logical relationships that exist between them. The description of the qualitatively different ways in which various aspects of reality are experienced and conceptualized, and the…

A theory of adult cognitive development which includes two post-formal operational stages is described. The paper is divided into three sections. The first section provides background for discussion of the theory. A case study in which various employees in a hypothetical organization react to a problem is provided. Examples of pre-logical,…

Learnability theory involves the construction of formal mathematical proofs whose goal is to demonstrate how the child can successfully induce a mature grammar. An empirically adequate learnability proof constitutes a detailed hypothesis concerning the boundary conditions within which acquisition proceeds and can provide a general framework for…

An expose on how assumptions, values, attitudes, and behaviors are acquired through man-made things, and how resulting change occurs in the educational system. (HB)

This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and…

This article is the third in a series on the teaching of sets and some of the reasons for doing so. A discussion is presented of the use of set language in teaching concepts from logic, probability and algebra. (JP)

If the organization trains by objectives, then allowing the trainee more freedom in the use of his study time, in the training methods he uses, and in the sequence in which he studies material can result in both more effective and more efficient training. (MW)

A general discussion of programed instruction as compared to other teaching methods of cognitive skills. Various theories of pedagogy are also discussed. (HB)

A study of the effects of an aversive stimulus (noise), a rationale, and sex of the punitive agent on punishment generalization of punishment resulted from the use of a rationale, although noise also produced generalization. (DP)

This paper reviews several issues regarding one- versus two-factor theories of learning. First, the traditional distinctions between classical and operant conditioning are presented. This includes both theoretical and experimental contrasts. Second, empirical evidence in support for a one-factor theory is examined. Numerous research studies…

Presents evidence in support of the ordered search model of word meaning computation in sentence contexts. This model hypothesizes that access to multiple meanings occurs in a fixed order regardless of context. (AM)