Discusses general ways to approach and solve engineering problems. Uses the phase plane and perturbation methods to illustrate the qualitative study of equations. (MLH)

Attempts to propose a cognitive process model of problem finding, operationally define problem finding, and to present empirical evidence for the proposed model. (Author/RK)

Suggests that instructional theory is possible, but it should concern itself only with narrowly circumscribed local instructional situations, relatively small chunks of curriculum for relatively small segments of the educational population. (Author/AM)

The "property-set model" is proposed for concept learning and subsequent recognition and classification of old and new exemplars. In an experimental evaluation of alternative models, the property-set model was the best predictor of both recognition and classification performance. (Author/RM)

Today, the term 'behavior therapy' has no clear denotation. Those who adhere to the more delimited meanings of behavior therapy tend to disregard significant nonbehavioral therapeutic development. They also overlook convincing data demonstrating that in adult humans, conditioning is produced through cognitive mediation. Adoption of a more…

Discusses prevailing ideas of how children learn language and addresses the argument of rules versus analogies in learning to form the past tense of verbs. Cites cases involving connectionist models. (ML)

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)

Replies to Steinberg's article on protocol analysis in this issue and argues that even if the writing process is a problem-solving process, it is too complex to analyze sufficiently using protocols. (SRT)

An inductive concept-identification model of expository text processing, consonant with current theories of macrostructure development, is proposed as part of a reading comprehension instruction model. An evaluation study with fourth and sixth graders is described. Results are interpreted as supporting the model. (Author/BS)

Argues that the mystery surrounding comprehension development can be dispelled by an understanding of schema theory and linguistic theory and especially by an understanding of W. Kintsch's model of comprehension, which draws from those bodies of theory. Describes teaching methods based upon Kintsch's model. (FL)

Describes an experiment to test two assumptions concerning what is stored in the memory with regard to sentence structure: (1) that the linear effect observed is based on a tally model rather than on an integrationist mechanism; (2) that this linear effect is not uniquely the result of a mechanism operating at comprehension. (CLK)

This study attempts to discriminate between 2 theories about strategies Ss use when trying to remember a linear ordering. (Editor)

Research supported in part by a United States Public Health Service Grant from the National Institute of Mental Health. (VM)

After developing the theory that writing is enhanced when the writer discusses his ideas before he submits them to paper, author outlines an experiment to test the theory. (Editor)