Discussion of training needs of small businesses highlights a training package based on an expert system that was developed in England. Learning styles are discussed, computer-based training (CBT) packages are described, the position audit process is explained, and the value of prototyping is discussed. (LRW)

Summarizes relevant aspects of the theory of field dependence. Topics discussed include stages of information processing, developmental issues and implications, and future directions for research. (RJC)

Examines perceptual patterns of Indian Americans and Afro-Americans to determine the degree to which their perceptual development influences their handling of information. Suggests that perceptual development differs within various ethnocultural groups. (RJC)

Sixty-one undergraduate students used a taxonomic instructional aid, a mnemonic aid, or their own methods to master the content of a passage describing a plant classification system and the distinguishing characteristics of the plant groups within that system. The demonstrated advantages of mnemonic strategies are discussed. (SLD)

Characteristics of language production shared by interlanguage and agrammatism, a linguistic symptom of aphasia, are discussed, and it is proposed that the two constitute a reduced system within the language, derived from the language's conceptual system. (MSE)

Proposes a theoretical psychological model for strategy instruction. Describes the complexity of the profile of a competent strategy user. Comments on important strategy instruction. (DE)

Discusses the content and processes for initial-year-of-teaching programs. Suggests and describes the study of teaching cases as an approach for such programs. (RJC)

Individual differences in retention, with an emphasis on their relationship with learning speed and other cognitive factors, were studied in 685 military recruits. In all of the forgetting conditions, the fastest learners remembered more and relearned faster. Results support the existence of individual differences in retention. (SLD)

Applies a categorical framework for relating compounds and metaphors to a discussion of the aspects of children's development of preferred and metaphoric compounds. Results indicate that preferred compounds serve the function of being conceptually precise, while preferred metaphors serve "suggestive" functions. (Author/CB)

Discusses field dependence-independence from an information processing perspective. Topics discussed include field dependence theory, stages of information processing, developmental issues and implications, and future directions. The information reviewed indicates that field-independent individuals are more efficient than field-dependent…

Discusses the importance of screen design in computer-based instruction (CBI), and presents a framework for screen design decisions based on the ROPES (Retrieving, Orienting, Presenting, Encoding, and Sequencing) meta-model for instructional design. Psychological, instructional, and technological foundations of screen design are discussed, and…

An instructional design (ID) model based on an information processing model of learning is proposed. Included is a flowchart representing planning, instructional, and evaluative components. Trends in ID model development are analyzed, and a call made for inclusion of ID training in teacher education programs. (IAH)

Describes an instructional model for teaching library skills which consists of a 30-minute lecture followed by a 20-minute exercise. Assumptions about learning and the educational process are discussed as well as goal-setting for the class and exercise. It is suggested that this format could be applied to other disciplines. (10 references) (MES)

Investigated the relation between age and rate of forgetting in 72 three-, four-, and six-year-olds in a task that eliminated differences in level of initial learning. Rate of forgetting was nearly identical in every age group. (RJC)

Examines how readers overcome their misconceptions about the principles of motion. Finds that students overcome misconceptions when their prior knowledge is activated, regardless of whether they read text that supports or refutes those misconceptions. Finds that students using several processing strategies have an advantage over students using…