Analyzes the use of behavioral self-modification projects in college classes. Such projects are attempts by students to apply the principles of behavioral psychology to their own behavior. Discussed are impact of projects on student learning, extent of student behavior change, and adequacy of research design. (Author/AV)

Suggests that there are creative ways of measuring affective objectives in art and that an instructional objective may include affective criteria related to cognitive or pschomotor competencies in art. Also notes the teacher's role in helping students to appreciate what they have learned in art. (Author/RK)

A description of a series of six experiments dealing with human memory processes. They examined the types of codes generated in maintenance rehearsal and the effects of rehearsal time at various single levels of encoding. Data confirmed earlier findings and led to conclusions regarding repetition, encoding and levels of processing. (AMH)

Cites research findings to refute Piaget's contention of stages of cognitive development. Advocates continuous cognitive differentiation as a model. (CP)

The author describes the qualitative features of learning by school pupils in Russia who have completed education under an experimental system. This is done through analysis of certain aspects of their school work in the middle and upper grades. (Author/RM)

Examines the core features of a group of related instructional strategies called modularized instruction. Key among the features is the extent to which modularized instruction makes explicit the dimension of the teaching/learning process. Several models are constructed and evaluated for the degree to which they remove ambiguity. (Author/DB)

Examines possible relationships between the analytic/global dimension of cognitive style, as defined by Davis and Klausmeier (1970) and measured by the Children's Embedded Figures Test (CEFT), and two modes of instruction varying in the level of written guidance (Intermediate and Maximal) provided the learner. (Author/RK)

This research finds that the experience of time-in-passing is an inverse function of the processing demanded by a concurrent task. An attentional model is suggested and evaluated against the literature. (Editor/RK)

Three experiments investigated whether abstract as well as concrete sentences can be processed in a holistic manner. Results suggest that the processing of both types of sentences involves construction of particularized, holistic mental representations that contain information and inferences based on context and knowledge of language and the…

An affective education teaching model is outlined defining a continuum of affective development and the resulting range of approaches possible at present and in the future for meeting affective goals. (MB)

Noun pairs were learned by younger and older adults. Anticipation and presentation intervals were manipulated, and there were no-imagery, experimenter-provided imagery, and self-generated imagery instructions. Older subjects generated and used imagery with the same facility as younger subjects, although retrieval time was longer. (GO)

Research that has examined anxiety and stressful attitudes toward mathematics is reviewed and updated. (DEP)

First, notes several important non-epistemological factors that seem to be particularly relevant to the success or failure of interdisciplinary inquiry and then turns to the epistemological and methodological constrinsts on interdisciplinary work. Also expands on the notion of interpretive knowledge. (Author/AM)

Notes that the issues of setting, evaluation, and curriculum are all connected with the larger issue of moral and social development. They all affect a childs' attitude towards himself, knowledge, learning, and his fellow human beings. (Author/AM)

Excerpts are from a recently completed study of the cognitive styles of Indian and non-Indian children and they also draw on the recollections of college students. (Author/AM)