The development and evaluation of programed materials require a consideration of the relation between student characteristics, nature of the subject matter, and programing variables. (Author/CP)

Presents an Ohio experiment in which 30 kindergartners and 76 first graders, all English speakers, attempt to learn to produce three non-English phones. Bibliography. (MB)

To liberate teaching and for teaching to be liberating, the learner in oneself must be freed. Experiences that have either diminished or enhanced the author's desire to learn are discussed and her experiences with women's studies are described. (MLW)

Two hypotheses (selective attention and slot filling) of how schemata enhance the learning and recall of the initial comprehension of prose material were tested. Consistent with the attention-focusing hypothesis, readers spent more time on sentences containing information important to their assigned perspective. (Author/PN)

A unified model of teaching and learning, representing a synthesis of internal and external forces influencing learning processes, diagrams interrelationships between the following processes: activator, situational evaluation, anticipated ends, stress, action, outcome, external evaluation, feedback, internal assessment, curiosity, and internal…

Describes the effects that institutionalization of peer tutoring is having on the teaching-learning relationship. (MM)

Demonstrated is a covariance principle that causes the observer to assume that if one aspect of a two-dimensional figure (its perimeter or its area) is conserved, the other aspect must also be conserved (pseudo-conservation). Mentally retarded individuals, assuming no such fixed relationship, correctly judged the changed state of the nonconserved…

Examined effects of a brief parent training package on parental application of behavioral procedures during child instruction for 49 parents and their 2 1/2- to 5-year-old children. Parent training produced variations in parental use of modeling, physical prompting, verbal instructional prompting, and aversive control. However, the pattern of…

Describes the directed group reading technique used by a middle grades teacher in Japan to help her students get the most from a book. Explains how the technique not only allowed the students to acquire more knowledge, but also taught them how to study and think. (FL)

The influence of verbal and written labels on selective attention to visual materials was examined with retarded children. Under treatment conditions, retarded and normal children located an object more quickly, looked at it longer, and recognized more objects on a recognition-memory task. These results may be applied to materials development.…