Reports on the comparative effectiveness of demonstration and lecture formats for presenting physiological measures. Although demonstrations may improve retention of information concerning simple procedures, the lecture format is more effective for complex information. (CFR)

Describes an instructional model labeled "connected teaching" used in a college developmental psychology course. Employs teaching techniques identified by women as being the type of instruction they desired. Concludes that the overall goal is to convince students that they can actively construct knowledge. (CFR)