Children considered preoperational on multiple classification skills and left-right conceptions were trained to work on classification problems under different conditions, including two variations of children working in pairs, and a situation in which children worked alone. Those in collective conditions progressed more significantly than those in…

Immediate discriminative control by spoken words was examined in a profoundly retarded, mute young man. Procedures suggested a potentially errorless, efficient teaching method for individuals without fundamental language. (Author/SB)

The effects of three resistance training programs on male college students' muscular strength and absolute and relative muscular endurance were investigated. Results show that human skeletal muscle makes both general and specific adaptations to a training stimulus, and that the balance of these adaptations is to some extent dependent upon the…

Presents a study which looked at the ways in which managers affect employees' careers. The study resulted in the formation of a proposed schedule for a training program and a career planning process model. The authors also suggest a possible set of feedback guidelines. (CT)

This paper presents a set of models that describes the choices that have to be made occasionally by administrators of human resource training programs. The models replicate the decision processes by which certain courses are developed as well as those that determine the kind of participant served in these programs. (CT)

Sales training programs require continual evaluation. The authors present a conceptual model of the interrelationships of planning, training, evaluation, and modification (IPTEM) in corporate sales training programs. (CT)

New trustees at Shore Country Day School in Beverly (Massachusetts) receive orientation through three two-hour training sessions that include an introduction to the school and the trustee's role, discussion of the school's financial management and development, and a school visit with descriptions of programs by school administrators. (RW)

The author discusses computer teleconferencing and electronic bulletin boards (EBB) and gives reasons why trainers need to understand this technology's potential in international training. An evaluation of the use of an EBB in an undergraduate engineering course is provided. (CT)

Outlines the differences between left-brain and right-brain functioning and between left-brain and right-brain dominant individuals, and concludes that creativity uses both halves of the brain. Discusses how both students and curriculum can become more "whole-brained." (Author/JM)

The study compared the efficiency between two pairs of training methods: Backward Chaining Preguidance (a backward order, using prompts) versus Backward Chaining Postguidance (a backward order, using feedback only); and Whole-Preguidance (a forward order, using prompts) versus Whole-Postguidance (a forward order, using feedback only) with 12…

The author shows how cooperation between CETA, as a model training program, and two-year colleges can benefit future training programs as well as the colleges. (Author/CT)

Suggests ways to minimize the risk of training failure and ensure that training accomplishes its objectives. Explains key differences to be learned in order to use the appropirate method of applying quality assurance and quality control. Examines five quality factors to be measured, including pre- and post-training testing devices. (CT)

Reviews 10 steps which serve as guidelines to simplify the creative process of producing a video training program: (1) audience analysis, (2) task analysis, (3) definition of objective, (4) conceptualization, (5) visualization, (6) storyboard, (7) video storyboard, (8) evaluation, (9) revision, and (10) production. (LRA)

Describes an in-house oral communication program that was developed for corporate professionals and which teaches them several strategies for developing informative and persuasive speeches for sophisticated audiences and for general-interest groups. (FL)

The author reviews cognitive-behavioral approaches to the training of intelligence in the retarded. A proposed structure of intelligent behavior is presented that serves as the basis for classifying the intended foci of the various training programs. (Author)