Nonprogrammers learned a computer programming language and took a transfer posttest. Subjects who were given pretraining with a model of the computer before learning performed better on novel transfer and worse on near transfer relative to no-pretraining subjects. (Author/DEP)

This paper reports an investigation into the dynamics of language processing. The experiment reported here consisted of administering an anagram test to samples from three populations: left brain-damaged with aphasia; right brain-damaged without aphasia and a normal control group. Data are discussed regarding performance in language processing.…

Discusses what to teach in the primary music curriculum and how to teach it. (RK)

Learning material was presented to independent groups of subjects either after arousal from non-Rapid Eye Movement (non-REM) sleep, after arousal from REM sleep, or under conditions of no prior sleep. Measures of immediate and subsequent free recall were taken. (Editor)

Describes various exercises that can be used in teaching organizational communication concepts using an experiential approach. (MH)

Outlines the importance of questioning skills for teaching and discusses the topic in relation to the four basic ways of classifying questions: sophistication, cognitive hierarchy, direction (convergent or divergent), and personal or subjective. Includes four tables. (MD)

A novel computer-delivered training task was given to 11 children in grades one and three and to 7 adults to observe their differences in content-general knowledge while equating subject-specific knowledge. Results are presented. (Author/MT)

Structured interviews with 128 poor readers and nonreaders probed subjects' early reading experiences and attitudes about those experiences. Topics covered include subjects' perception of personal reading ability, family environment, and school experience. Findings indicate poor self-images result from bad reading experiences, including reading…

Defines metacognition and describes the effects of incorporating metacognitive aspects into instructional design. Three types of knowledge--declarative, procedural, and conditional--are discussed as necessary components of metacognitive awareness, and positive effects on the learner in terms of motivation and performance are described. (Author/LRW)

Describes a model of instructional theory relevant to individualized distance education that is based on Keller's Personalized System of Instruction (PSI), behavior analysis, and the instructional systems development model (ISD). Systems theory is emphasized, and ISD and behavior analysis are discussed as cybernetic processes. (LRW)

Maintains that our understanding of learning cannot be complete until we recognize the symbiotic relationship between cognitive and affective means of knowing. Asserts that in the development of critical thinking, aesthetic forms, perceived intuitively, become the criteria against which the child intellectually measures the "fit" of the…

Describes two techniques, behavior checklists and response tickets, for grading group activities designed to stimulate critical thinking. (SRT)

The writers offer a list of questions every new principal should ask about the school building. Knowing the answers will help to ensure that the building is maintained properly. (Author/MD)

This article presents an empirical context for evaluating the instructional appropriateness of interactive video design and challenges the perspective that places technical capabilities and limitations foremost in prescribing teaching systems. Technology and learners must interact in ways that benefit and optimize the capabilities of both. (MT)