This paper attempted to offer a theoretical framework on the action of Orienters on initiating attentional processes. (Author/RK)

An experiential learning model based on information processing is the foundation for the learning combination lock model, which depicts how six factors (or tumblers) may be selected and combined to develop effective learning opportunities. The factors are places and elements, milieu, senses, emotions, forms of intelligence, and ways of learning.…

Control of the mechanisms of memory may eventually come to pass, thanks to ingenious new research with goldfish and rats. (Editor)

The intensity of information processing engendered in different phases of standard memory tasks was examined in six experiments. Processing intensity was conceptualized as system capacity consumed, and was measured via a divided-attention procedure in which subjects performed a memory task and a simple reaction-time (RT) task concurrently. The…

Research supported by Grant HD 03045 from the National Institute of Child Health and Human Development, U.S. Public Health Service.

Some descriptive criteria for identifying rule-governed behavior are identified from the perspective of cognitive psychology. It is suggested that the concept of explanation in psychology be modified from a specification in terms of physical properties of the antecedent events in a causal sequence to a mapping of rules onto behavior or behavior…

THE NATURE OF A CONCEPT WAS EXPLICATED IN TERMS OF FOUR CHARACTERISTICS--DEFINABILITY, STRUCTURE, PSYCHOLOGICAL MEANINGFULNESS AND UTILITY. A CONCEPT LEARNING STRATEGY WAS SEEN TO BE COMPRISED OF THREE SETS OF COGNITIVE PROCESSES--(1) ANALYZING SITUATION, (2) SECURING INFORMATION, AND (3) PROCESSING INFORMATION. A SERIES OF 19 CONTROLLED…

Discusses the "three major factors which distinguish multiple-image communication from conventional use of media: 1) simultaneous images, 2) screen size, and 3) information density. Refers to the findings of a large number of related studies. Bibliography appended. (LS)

Requests for reprints should be sent to: Norman E. Spear, Department of Psychology, Rutgers University, New Brunswick, New Jersey 08903.

This article explores qualitative differences in what is learned and described functional differences in the process of learning which gave rise to the qualitative differences in outcome. (Author/RK)

The present research represents an initial attempt to compare the results obtained using artificial information with results obtained in a typical semantic memory experiment. (Editor)

Describes a classroom technique that promotes higher levels of thought and enhances learning in graduate and undergraduate teacher education classes. (DF)

Concludes that the model of cultural transmission designed by Dobbert et al and described in this journal is a major advance in the field, but that the model will only be fully rounded once they incorporate the processes by which the learner acquires his or her culture. (RDN)

An educational psychologist outlines some recent changes in the conception of human learning and memory, and discusses their implications for the design and practice of instruction. (MF)

Presents a model of information processing that demonstrates how to facilitate knowledge acquisition. Various instructional strategies designed to reduce the effect of impositions are described, such as use of novelty, mystery, and questioning techniques; reducing complexity of instructional messages; and the automaticity of secondary skills. (JKP)