These proceedings include abstracts of the formal papers presented during a conference in Philadelphia on December 8 and 9, 1967. The conference, sponsored by Research for Better Schools, Inc., was concerned with individualization of science instruction, particularly in elementary schools. Thirty-three scientists and science educators from various…

This paper presents a model for learning a second language developed on the basis of existing models for taxonomies of learning objectives. Three interrelated domains of language learning are examined: (1) the affective domain (willing), (2) the cognitive domain (thinking), and (3) the psychomotor domain (doing). An attempt is made to develop a…

This report outlines the accomplishments of the LOGO project of the Massachusetts Institute of Technology's Artificial Intelligence Laboratory during the period 1973-1975. Three major areas of work are listed: (1) building learning environments, (2) the theory behind the environments, and (3) experimenting with learning environments. Advances in…

The general purposes of a model are discussed, then seven papers are presented which demonstrate several different facets of the problems associated with constructing and using models of mathematics learning. In the first paper, the task addressed concerns how to incorporate developmental psychology into perceptions of what is happening in the…

Using mathematics as an example, the nature of the confusion between "knowledge" and "coming to know" is elucidated. The range of curriculum choices available to structuralists once the distinction is clarified is larger, and teaching a body of knowledge and teaching by discovery are compatible. (Author/MLF)

Evidence is presented that argues for distinguishable, sequential stages in the structuring of political attitudes among students and that partially supports a developmental interpretation of political learning. (Author/AM)

Two experiments are reported to investigate the theory that since auditory sensory memory is used to store memory information, concurrent auditory stimulation should destroy memory information and thus reduce recall performance. (Author/RM)

Human infants are predisposed to organize their experience in terms of certain concepts (natural) and not others (unnatural). Three formal, necessary conditions on the naturalness of concepts are offered. The conditions attempt to link the problem of naturalness to principled distinctions between sense vs nonsense, simplicity vs complexity, and…

Proposes that a unified theory of writing be sought as a basis for teaching composition, and that such a theory come from theories of mind and learning already developed. (RL)

Examines the individual and cumulative effects on achievement of providing students with objectives, sample test items, and a mastery strategy that included diagnostic testing and remedial instruction. Also investigates the effects of mastery learning on achievement of students with different aptitudes for learning. (Author/GA)

This examination of retrieval interference in memory theories argues that relevant world knowledge can reduce interference by integrating factors learned about a concept. Three recognition experiments were conducted and two hypotheses were considered to account for the results: human associative memory and script analysis. (Author/RD)

Two types of educational programs for young children were examined, the formal based on Ausebel's learning theory and the open-framework based on Piaget's theory of intellectual development. The formal program resulted in improved performance on both classification and conservation tasks. (MF)

Explains why the frequently taught study skill method SQ3R--survey, question, read, recite, review--works is based on an information processing theory of learning. (MKM)

Examples are given illustrating a facet of early learning involving insights into abstract thinking. Several learning theories examined fail to account for this phenomenon. (MP)

College students learned implicitly the underlying structure of an artificial language by memorizing a set of representative examples. The form and structure of their knowledge was evaluated and analyzed by: (1) solving anagrams; (2) determining well-formedness of novel letter strings; and (3) providing detailed introspective reports. (Author/MV)