This study attempts to determine if individual differences in multitask performance are due in part to the cognitive competence (i.e., the consistent, rule-based strategy) the subject brings to the task. A battery of learning (discrimination shift, transposition, incidental learning and paired-associate learning), cognitive-developmental…

Reports on research showing that when an event, or a problem, is repeated, the processing of that event is not necessarily repeated. Instead, sometimes the solution is remembered, and this is shown to influence subsequent retention, as well as such tasks as word perception. (AM)

The article gives an example of how, even though an individual's capacity to use or to learn a spoken language may be significantly impaired by brain damage, the ability to acquire a non-oral language system may remain intact. (Author/NCR)

The effects of elaboration instructions and imagery characteristics of verbal material on learning of Malay--English word pairs were investigated, as well as the moderating effects of individual differences. Results reflect aptitude X treatment interactions and the importance of individual differences in planning instructional methods. (Author/JAC)

A discussion of the effect of an immersion program on the majority language child. Research is reviewed on the "threshold hypothesis" and "the developmental interdependence hypothesis." Recent studies of the cognitive and academic effects of bilingualism are critically examined in the light of these hypotheses. A bibliography…

This study investigated the influence of differences in ambiguity tolerance and the effects of exposure to a videotape model on the interview behavior of counselor trainees. The potential of creating a variety of learning strategies, such as video modeling, to override the detrimental effects of certain personality characteristics is discussed.…

Hypotheses concerning second language learning and foreign language learning in general are described, and the role of listening comprehension in the development of language skills is discussed. (CLK)

Through the application of psychological and moral development principles to teacher education curricula, the author constructed a series of active learning experiences followed by structured reflection on those experiences. Major elements included teaching counseling skills directly to preservice teachers. Prepared for the Chicago, 1975 American…

This is a report on the work of the California Commission for Teacher Preparation on the Beginning Teacher Evaluation Study (BTES), to determine which skills and qualities are necessary for the beginning teacher to impart learning effectively in the classroom. (JD)

This study was designed to investigate whether student ratings of a modular instruction program were related to the cognitive style, field dependence-independence, of the 85 rating students. It was found that on 14 of 28 course evaluation items student response differed by cognitive style. (Author)

This study compared the effects of two types of incidental learning paradigms and examined the influence of different kinds of stimulus relationships on first and sixth graders' selective learning processes. (GO)

This paper argues that both behavioral and non-behavioral objectives are valuable and necessary in curriculum design, and that the long-range goals define the kind of statements required. Both are appropriate under different conditions. (Author/BP)

Effective counseling with high-risk students must begin with interpersonal skills and then go beyond traditional practices to create a low-risk learning environment. (Author/LBH)

A successful program is accomplished by determining high risk students' needs and by carefully designing curriculum and instruction to help them develop their academic and personal skills. The program considers need, adult learning, administrative commitment, use of specialists, integrated curriculum, and staff development. (Author/LBH)