The "geometry of distortion" and some prestidigitation show kids that lines, surfaces, and planes are not always what they seem. (Editor)

Presents guidelines for designing a training program having a proper blend of didactic (instruction) and experiential (process) learning methods. Covers two major dimensions to consider in determining the appropriate blend of didactic and experiential methods: utility (how the learning will be used) and the nature of the learning. (EM)

Describes an industrial arts teaching method in the Los Angeles schools using an interdisciplinary approach. This technique, called the Constructive Learning Method, consists of kits for building model airplanes, puppets, and simulated cities and factory production lines, and includes instruction in language, mathematics, and social studies. (MF)

Elaboration and overt rehearsal are compared as instructional paradigms for memory retention. Superior long-term retention was produced in the elaboration condition when the initial acquisition effects were statistically removed. Short-term data suggest acquisition was complexly affected by experimental condition, I.Q., and task. Elaboration…

High cognitive processing capacity (CPC) students were superior to low-CPC students in prose learning. Of the four learning modes--programmed instruction (PI), control, chunking study outline, and adjunct questions--PI was the most effective. Substantial CPC and performance correlations and poor long-term retention suggested that PI was not best…

Educational psychology undergraduates were taught in alternating instructional sequences; one sequence was a conceptually oriented lecture followed by a factually oriented self-study, the other sequence was a factual self-study followed by a conceptual lecture. Results more closely supported the predictions derived from the educational set…

The relative effectiveness of two methods of instruction, orally-presented lessons and a written version of those lessons, was investigated using a post-test, an attitude scale, and time taken for instruction as criteria. (Author/RK)

Some methods of teaching narrative are outlined, using an approach stressing the correlation of verb form and language function. Emphasis is placed on the salient features of narrative, notably chronological sequence. Actual teaching material shows how tabulation and information transfer techniques can be employed in story-telling. (CHK)

Analyzes the use of behavioral self-modification projects in college classes. Such projects are attempts by students to apply the principles of behavioral psychology to their own behavior. Discussed are impact of projects on student learning, extent of student behavior change, and adequacy of research design. (Author/AV)

Examines the core features of a group of related instructional strategies called modularized instruction. Key among the features is the extent to which modularized instruction makes explicit the dimension of the teaching/learning process. Several models are constructed and evaluated for the degree to which they remove ambiguity. (Author/DB)

Examines possible relationships between the analytic/global dimension of cognitive style, as defined by Davis and Klausmeier (1970) and measured by the Children's Embedded Figures Test (CEFT), and two modes of instruction varying in the level of written guidance (Intermediate and Maximal) provided the learner. (Author/RK)

A discussion of the predominant foreign language methodology, the Practical-Conscious Method, used in the Soviet Union. The principles underlying the method are the cognitive mastery is primary to learning and that automatic habits are developed on that base. Both learner's intellect and teacher are essential in the process. (AMH)

Emphasizes the need in communication education to balance the teaching of specific terminal behaviors with the teaching of cognitive learning. Suggests teaching methods for implementing cognitive goals in the classroom. (MH)

The theory that an individual's haptic and kinesthetic senses, coupled with the visual and auditory senses, are more efficient in transmitting meaningful information to the brain than using the visual and auditory senses alone was illustrated with a class of 10 handicapped (including emotionally disturbed, learning disabled, and culturally…

Considers two basic models of the teaching-learning process, described as the didactic and the communication models, and applies them to computer assisted learning. Conventional and intelligent tutorials and simulation are used as examples to compare the amount of control students have over learning strategy, content manipulation, and domain…