This study explored the representation that readers construct when advancing through the description of an unfolding occurrence. In 3 experiments, participants read narratives describing a sequence of events and at a certain moment were tested for the accessibility of an entity from a past event. Entities were less accessible when the temporal…

In everyday tasks, selecting actions in the proper sequence requires a continuously updated representation of temporal context. Previous models have addressed this problem by positing a hierarchy of processing units, mirroring the roughly hierarchical structure of naturalistic tasks themselves. The present study considers an alternative framework,…

Two studies compared the speech and nonspeech sequence skill learning of nine persons who stutter (PWS) and nine matched fluent speakers (PNS). Sequence skill learning was defined as a continuing process of stable improvement in speed and/or accuracy of sequencing performance over practice and was measured by comparing PWS's and PNS's performance…

Although many in the social work profession have written about empowerment, few have offered a description of the empowerment process from the perspective of clients and workers in high-risk communities. This qualitative study presents a model of empowerment practice from the perspective of frontline workers, the challenges they faced, and the…

This article provides a case study template for creating and "selling" an enterprise-wide leadership development initiative in a highly decentralized organization. Using a story-telling approach, the authors delineate the five separate but highly interdependent stages used to achieve this. Sandwiched between a prologue and epilogue are five…

Viewing a threatening stimulus can bias visual attention toward that location. Such effects have typically been investigated only in the visual modality, despite the fact that many threatening stimuli are most dangerous when close to or in contact with the body. Recent multisensory research indicates that a neutral visual stimulus, such as a light…

THE INVESTIGATORS HYPOTHESIZED THAT SCRAMBLING AN INSTRUCTIONAL SEQUENCE BASED ON HIERARCHICAL CONCEPTS WOULD BE HIGHLY DETRIMENTAL TO LEARNING, BUT THAT SCRAMBLING A SEQUENCE OF RELATIVELY UNRELATED FACTS WOULD NOT AFFECT LEARNING. IT WAS ALSO EXPECTED THAT SCRAMBLING WOULD BE MOST DETRIMENTAL TO LOW ABILITY STUDENTS, BUT WOULD NOT AFFECT HIGH…

THE PROBLEMS OF INSTRUCTION IN THE PHONOLOGY OF A SECOND LANGUAGE WERE INVESTIGATED. THIS REPORT DEALS PARTICULARY WITH THE PROBLEM OF SEQUENCE OF DISCRIMINATION AND DIFFERENTIATION TRAINING IN FRENCH INSTRUCTION IN THE PRIMARY GRADES. THE BODY OF THE REPORT PRESENTED THE THEORETICAL FRAMEWORK, A DETAILED STATEMENT OF THE PROBLEM, THE DESCRIPTION…

This report summarizes the procedures and outcomes of the 1971 classroom tryout of the Southwest Regional Laboratory (SWRL) Second-Grade Composition Skills Exercises, a series of sequenced writing lessons for second graders who have completed the SWRL first-grade exercises. The purpose of the tryout was to identify appropriate writing outcomes for…

Although previous research has indicated no significant relationship between sequencing of programed instructional materials and terminal achievement, it is felt that certain conditions might produce such a relationship. In order to test this idea, a hierarchy of word meanings was constructed, in which each definition was dependent on the previous…

Explains the Program Evaluation Review Technique (PERT) and how it can be used by educational institutions. (MLF)

Student readiness to learn applied typing (arranging copy efficiently) must be considered when planning typing tasks following basic keyboard learning. A sequential plan of instruction is suggested. (MF)

Examines the sequential patterns of behavior which are characteristic of the preschool child's exploration and play in response to a novel stimulus. (BD)

Notes that objective-based reading programs can be a useful tool for the reading teacher when used flexibly in the classroom. (MKM)

Described is a systematic approach by which young handicapped children can learn to zip, snap, and button their clothes. (CL)