A complex view of learning recognises that learning cannot be pre-determined by teaching, but is as much defined by circumstances and context as pre-defined learning objectives. Learning designs that accept uncertainty help us to envision classrooms and curricula that are open, dynamic and innovative. Architect Christopher Alexander's patterns and…

Discussed the influence of Boris the Brontosaurus on third grade students, who created him in an art project. (RK)

Article presented a handy guide to what not to do if you want to help your students be successful readers. (Editor/RK)

This study, which had a posttest only design, found that there was no significant difference in the achievement levels of the subjects.

Thirty-two male undergraduates were given a paired-associate list and then tested for recall either 2 min. or 45 min. later. Arousal level at time of learning was manipulated by E observing some Ss. (Editor)

Presents a method for school psychologists to work with teachers. A workshop approach which encompasses a theoretical frame of reference, experience with a classroom model, and concrete suggestions about classroom changes, is utilized. (Author)

Because the author felt the work of B. F. Skinner has become so popular, he decided to clarify some of the major flaws underlying his system. (Author/RK)

Article presented 7 existential principles of learning as well as 7 existential conditions for facilitating learning designed to help students realize their potentialities. (RK)

The general problem of the significance of the teaching process on the undergraduate level is addressed. (Author)

From workshops in andragogy, the art and science of helping adults to learn, it was observed that an individualized approach was preferred to a behavioralistic one, that it is important to be able to help participants work within a changing organization, and that knowledge of task and process should be coordinated. (AG)

The component selection procedure developed by Hale and Morgan was used to assess children's use of selective attention at six levels of learning ranging from undertraining to overtraining. This function was examined at each of ages 4, 8, and 12. (SBT)