A Portion of this paper was presented at the 75th Annual Convention, APA, 1967.

A central problem of psychological research in education is to determine how to make learning more effective and productive. A psychological theory of educational productivity is summarized, the syntheses of the evidence relevant to the theory is discussed, and prospects for educational policy and subsequent research are presented. (Author/MLW)

Presents a scheme for comparing the text-learning outcomes derivable from study of either text or a summary of the text and considers some practical study strategies students might adopt when summaries are available and when they are not. The value of summaries in instructional situations is discussed. (MBR)

Forty-eight participants read one of three texts (high explanatory, low explanatory, and standard) that varied in the degree of explanation of basic concepts of elementary probability. Performance test data showed that participants in the high-explanatory test condition did equally well on both formula and story problems. (Author/LC)

Investigated effects of two kinds of imagery on age differences in the ability to solve series problems. Overall, older adults (N=47) obtained lower scores than younger adults (N=41). However, results suggest older adults can use imagery as a control process, but are less likely to use imagery in abstract situations. (Author/JAC)

To examine individual differences among 20 elementary grade learning disabled poor readers in use of contextual cuing to aid word identification, words were presented in both connected text and in isolation. Group statistical analysis found a significant effect favoring context over isolation, although individual analysis favored isolation for…

Discusses recent research highlighting both the child's growth as a reflective language user and the school's capacity to enhance or hamper that growth. The research is concerned with the need for children eventually to use language in decontextualized ways, without the supporting context of visible or manipulable objects or actions. (HTH)

This paper describes the rule-assessment approach to cognitive development. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Research using the rule-assessment approach is summarized in terms of eight conclusions, each illustrated with empirical examples.…

Reviews research offering the teacher a different perspective from which to view beginning reading and provides a strong justification for activities normally thought to be less than academic. (Author/MP)

Describes an experiment that manipulated two variables, repetition and pausing for viewer "digestion" of information in a news telecast. Concludes that the use of repetition increased viewers' retention of information, but that pauses did not. (FL)

Surveys the literature on learning style in an effort to help educators become more familiar with the concept. (FL)

Using a deep-level processing strategy, low test-anxious college students performed significantly better than high test-anxious students in learning a paired-associate word list. Using a superficial-level processing strategy resulted in no significant difference in performance. A cognitive-attentional theory and test anxiety mechanisms are…