The subject matter of a class is the student, not the knowledge, says the author in discussing how adult learning is achieved and how to motivate adults to learn. Motivating requires being attuned to how adults learn (e.g., adults must want to learn, adults learn by doing, informal environments are best, etc.). (MF)

Author declares counselors must recognize that the problem-solving process that occurs in a counseling situation is synonymous with classroom learning, and understand the nature of the problem-solving process and how to guide and nurture this process. (Author)

Describes two BASIC computer programs to elicit and analyze grids easily and clearly. FOCUS uses a two-way cluster analytic method to re-order the constructs and the elements, and to highlight similarities and differences in the grid. PEGASUS is an interactive program which conversationally elicits a grid, and processes and offers real-time…

The author explains what the IOWO is and the reason for the present conference and his part in it. He discusses the observation of learning processes and gives an example of an opportunity he had to observe a learning jump in a small boy. (MN)

The hypothesis that student perceptions of experimentally manipulated teacher structuring, soliciting, and reacting behaviors would mediate the effects of those teacher variables on student achievement was found true for structuring and reacting but not for soliciting. (MJB)

It is through the awareness of self that movement becomes significant. (MJB)

Using a network of comparisons, B. Hayes-Roth and F. Hayes-Roth found that subjects performed better on adjacent than on nonadjacent comparisons. Results suggested that such networks are processed in a manner fundamentally different from simple linear arrays. Here subjects were required to learn a similar knowledge structure. These results…

A review of some recent experiments suggested that general similarity between words might successfully function as a structural principle for semantic memory. A spatial model based on that assumption is proposed. The relation of this model to network and set-theoretic models of semantic memory is discussed, as is the relation of this model for…

A look at behavioral objectives in a general setting combined with a discussion of some of the aspects of behavioral objectives as interpreted in mathematics and some practical lessons on objective writing were the focus of this paper. (Author/RK)

Cites experience from a project (in Kiel) teaching German as a second language to show that second language acquisition proceeds not haphazardly but in a well-defined order of stages. As yet not enough is known about what determines these stages to warrant conclusions for teaching purposes. (Text is in German.) (IFS/WGA)

Explores the processes of learning to read in order to learn and reports a study of the reading strategies of 35 high school students. (JM)

The effect of audience and task difficulty on the learning and performance of forty, high-anxious, sixth-grade students was examined, with data favoring the hypothesis that a spectator reduces drive and reassures the learner. (MJB)

Predictions derived from an organizational interpretation of transfer in a part-whole free-recall paradigm were tested via a procedure which allowed manipulation of part- and whole-list organizational compatibility and extent of part-list organization. (Author/SW)

The current state of experimental research on mental retardation is considered from a historical perspective. (Author)

Three new experiments concerning the depth-of-processing view demonstrate that repetition at the phonemic depth of processing does facilitate memory, regardless of whether the repetitions are massed or distributed and regardless of whether the dependent variable is uncued recall, cued recall or recognition. (Author/RM)