Client change in therapy is a result of the psychological impact of counselor's remarks on the client. Impelling forces arise from the power-dependence relationship between the counselor and client. Restraining forces are resistance and opposition. Sources and characteristics of power, resistance, and opposition are presented. (Author/LA)

Effects of external reinforcement and cognitive conflict-based treatments on students' acquisition of ability to control variables at an early age were studied. Smedslund's finding was confirmed. Nearly half of trained students with a mean age of 11.8 years could be classified in late formal operations. (CC)

Suggests that in addition to the diagnosis and remediation of specific skill deficiencies, the reading specialist must restructure the student's learning environment to promote the attainment of concepts, motivation, and flexible congnitive strategies and styles. (TO)

Considered behavioral technology and its influence on educational quality. (RK)

Describes a project aimed at producing an efficient piece of secondary science instructional material in accordance with current educational theory. Students involved in the study attained a satisfactory level of competence with material drawn from a much higher grade level, and in a shorter time span than is usually allowed. (JR)

The Nuffield Project curriculum development strategy is discussed. A review is given of the most recent guides which instruct teachers in techniques for evaluating their students' cognitive growth on specific concepts. Within this context theories of development are discussed and the Nuffield Project communication with Piaget is related. (JP)

Discusses several common misunderstandings regarding theories of competence, especially that of psychological reality of competence formalisms. Argues that the claim of the psychological reality of a mechanism,'' as opposed to a structural description, is only appropriate when the mechanism accounts parsimoniously for the widest possible range of…

Research studies were conducted to determine the effectiveness of multisensory learning systems in teaching basic concepts to two and five-year-old children. (Author/RK)

The aim of this paper is to attempt to develop a neuropsychological theory of attention which is compatible with contemporary theories of human information processing. (Author/RK)

Article considers the motivation for perceptual recognition and cognition in evaluating the reasons for reading difficulties of children. (RK)

Studied effectiveness of teaching conservation of chemical identity, composition, and mass to 12 boys and 11 girls of ages ranging from 11.11 to 12.10, using techniques analogous to Piaget's. Indicated the necessity of course re-examination to facilitate attainment of conservation concepts. (CC)

Empirical data relate to Bruner's and Ausubel's theories of learning concepts at different age levels. The concept of vector addition was taught to eighth, ninth, and tenth grade students. The concept was learned and retained by high ability ninth and all tenth grade students. (PS)

Paper presented at the 17th International Congress of Applied Psychology, Liege, Belgium, July 1971. (DD)

Although theories of learning which stress the role of reinforcement can help us understand altruistic behaviors, it seems clear that a more complete comprehension calls for an expansion of our notions of learning, such that they incorporate affect and cognition. (Author/JM)