A series of three studies is presented, each building on the other to validate the utility of reinforcement value, an affective dimension of meaningfulness based on ratings of likability. (Authors)

Proposes to show how certain developments in psychology have influenced present educational methods, and how recent work in learning theory strongly suggests new directions for educational research and practice. (DM)

Continuing series on concepts in teaching Spanish language, literature, and culture. (DS)

Describes briefly the basic principles of humanistic psychology in contrast with behaviorism and Fraudianism. Presents some guidelines for science educator's use of humanistic psychology in the classroom. (PS)

Seven forms of a programmed booklet based on an eleven-level hierarchy for addition of fractions were developed. One hundred forty-two fourth graders were randomly assigned to treatments; achievement, transfer, retention, and time were compared. No treatment was consistently superior, but developing sequences from hierarchies validated by test…

This critique points out some possible limitations of a previously reported study on the relative efficacy of two feedback modes during CAI instruction. Researchers are cautioned about using results to suggest classroom instructional practices. See also SE 508 622. (LS)

The author answers the questions posed in a critique of his previously published study on the relative efficacy of two feedback modes during CAI instruction. Details which were originally omitted due to lack of space are provided for further clarification. See also SE 508 621. (LS)

A point-by-point criticism is made of F. H. Flynn's article, The Case for Homogeneous Sets in Mathematics'' (Mathematics in School, Volume 1 Number 2, 1972) in an attempt to show that the arguments used in trying to justify homogeneous grouping in mathematics are invalid. (Editor/DT)

A primary goal of schooling is to create a teaching-learning atmosphere that facilitates growth and development. As significant adults in the lives of children, we should strive to be facilitators of learning rather than omnipotent persons who have all the knowledge that should be imparted to learners. (Author)

Delivered as a lecture August 26, 1970 in Washington, D.C. (RS)