A computer-assisted instruction study skills program was presented to 88 college students, while a control group did not have access to it. Scores for the experimental group on the Survey of Study Habits and Attitudes increased during the semester, while scores for the control group decreased. (Author/BW)

Identifies commercially available microcomputer systems, briefly reviews the use of microcomputers in education, describes uses of computers in the home, and sketches the role of computers in libraries. Seven references are cited. (FM)

Contends that computer software development has fallen far behind progress in hardware development. Explains how to evaluate courseware critically. (Author/JM)

Although microcomputers will undoubtedly make a contribution to special education, educators face problems because of the poor quality of some of the available computer assisted instruction software and the limited supply of hardware. Careful implementation of the strengths of computer technology is necessary. (Author)

A teacher of hearing impaired eight-year-olds describes the use of a microcomputer in fostering students' language and arithmetic skills. Sample programs focus on scrambled sentences, comprehension, sentences, spelling, money value, and story problems. (CL)

The paper illustrates two applications of computer assisted video instruction (CAVI) techniques for educating deaf and hearing impaired students in vocational education. CAVI involves the interactive qualities of microcomputers and the visual impact of videotape. This partnership lends itself naturally to two basic approaches: linear instruction…

Reviews recent research studies related to computer assisted instruction (CAI). The studies concerned program effectiveness, teaching of psychomotor skills, tool availability, and factors affecting the adoption of CAI. (CT)

Performances of two sections of a college-level experimental psychology course were compared. Each class worked on a computer simulation and an independent experiment, but in reverse order. There are benefits from both methods. If both are to be used in a given course, the simulation experience probably should be given first. (DB)

Presented is a primer providing the distinction between computer-assisted instruction and computer-managed instruction (CMI), as well as application notes on how CMI contributes to cost-effective achievement of individualized instruction and enhanced student learning. (Author/BB)

Lists some criteria that should be considered before purchasing any computer-based training product or service. Points out some negative economic ramifications that result from not consulting this or a similar list of criteria. (CT)

The considerable expense of computer hardware and computer language complexities are limitations to the use of computer assisted instruction in higher education. The use of microcomputer systems is suggested as an alternative. Advantages, limitations and a recommended system are discussed. (JMD)

The three projects described are a pitch pattern perception study designed to lead to accurate and rapid perception of patterns of from 2 to 12 notes, exercises leading to an understanding of basic principles of voice learning in triadic tonal music, and a procedure for manipulating encoding pitch materials interactively. (Author)

Describes the development of a CAI ear-training system centered around a concept-oriented philosophy which focuses all application areas on a learning sequence based on tertian tonality. The hardware and software support of this system, site development and maintenance, student use, and curriculum development are reported. (RAO)

Reviews current psycholinguistic research concerning language problems faced by deaf children and considers several requirements for a meaningful language learning environment for the deaf through the use of computer assisted instruction. A computer assisted language manipulation program is also described. (Author)

Results of an evaluation of computer assisted instruction in a school of allied health technologies is reported. The evaluation rated ease of use of computer hardware and instructions, difficulty of content, and learning value. Student comments were favorable in all areas and have led to revisions in specific programs. (Author/CT)