Examines how training practice diverges from the prevailing Systematic Training Model, in terms of a rehabilitative and a radical critique. Outlines an alternative transitional model while suggesting criteria with which to assess any updated model. (SK)

This in-depth examination of a line explores several ways that the infinite nature and finite representation of a line can be perceived. These attempts to understand the nature of the line give insights into the nature of understanding itself. (MDH)

Identifies how researchers have defined active learning, and synthesizes current findings on the instructional designs that facilitate hands-on problem solving. Proposes three additional areas of inquiry into the instructional needs of active learners. (SR)

Describes the positive effect a teacher had on his son's writing by offering encouragement and interest rather than assignments and criticisms. (PRA)

Integrates the theoretical foundations of distance education programs with the selection of appropriate media. The principles of learning that take place in traditional instruction are discussed; instructional objectives and methods are described; matching objectives, methods, and media is considered; and types of communication are discussed. (10…

Evaluates two competing explanations for the phenomenon of cognitive triage, or the fact that easy-to-retrieve memories do not come to mind before hard-to-retrieve memories during recall. Reports experimental results that support an optimization model of recall rather than an effortful-processing model. (PAM)

Reviews the literature on the cognitive style field dependent/field independent (FD/FI) and suggests implications for educational technologists in their efforts to address individual differences among learners during the instructional design process that would narrow the differential learning gain between FD and FI learners. Testing for FD/FI is…

Describes BACEIS (Behavior, Attitudes, Cognition, Environment viewed as Interactive Systems), a comprehensive theoretical model that includes internal and external factors affecting the development, retention, and transfer of thinking and learning skills. Uses of the model in instructional design, to guide research, and to critique existing…

Examines technological cultures, including the accompanying system of beliefs that may ascribe too much power to technology. Topics discussed include the Luddite movement in opposition to technology; implications for technology in education, including the need to consider what learning is for; and various educational philosophies. (LRW)

Examined the effect of linguistic contrast in children's learning of color names. A novel color term for a stimulus color that was contrasted with a child's label helped five-year olds learn the new term. When the contrast was presented more than once, three- and four-year olds performed much like the five-year olds. (BC)

The experience of developing a set of comprehensive aptitude batteries for computer administration for the Air Force Human Resources Laboratory's Learning Abilities Measurement Program resulted in the formulation of nine principles for creation of a computerized test battery. These principles are discussed in the context of research on…

Describes three studies relating to visual functioning. Finds that reading retardation is the result of a clustering of factors, of multiple causation. Discusses the need to determine whether or not a student has the necessary lateral and other functional vision skills to maintain sufficient body energy for the demands of the reading task. (MG)

Proposes a theory of second-language (L2) learning that differs from accepted modes of theorizing in the second-language field. The theory is based on data gathered from the L2 classroom and strives to consider practical knowledge from other fields. (72 references) (JL)

Research indicates the process of menstruation has no effect on female college students' academic performance when measured by quantitative tests, and it appears subjective complaints of paramenstrual dysfunction originate in socially mediated beliefs and expectations. Implications for academic assessment, student counseling, employment policy,…

Comments on this issue's article by Ward, Vela, and Hass on children's category learning. Suggests that aspects of the authors' methodology may have led them to underestimate holistic processing. (PCB)