Argues that librarians who instruct library users should work out instructional approaches that combine emphasis on the particulars of sound library use with broader concepts of research and use of information. (FM)

Describes the Elaboration Theory of Instruction (ETI) and charts its correspondence with several major principles drawn from contemporary cognitive psychology. Components of the ETI are related to current models of knowledge representation, schema theory, memory processes, and earlier cognitive based instructional frameworks. Fifty-three…

Discusses the contributions of cognitive theory to continued progress in the field of instructional design, and, correspondingly, what designers can do in the coming decade to facilitate the growth and development of the understanding of human cognition. Forty references are appended. (Author/LLS)

Reviews findings from the behavioral sciences which are related to the referential, informational, demand, relational, and image-of-the-other characteristics of instructional presentations. The need for research which would extend knowledge about these items is also discussed. Five references are appended. (Author/LLS)

Describes the process of causal attribution as it is hypothesized to operate in learning environments, discusses the results of current attribution research, and examines the validity and utility of present approaches to attribution research--what is and what should be. (Author)

The institution of results-oriented technology in delivering predictable learner success is explored. Models for the Systematic Approach for Effectiveness (SAFE), educational planning, and closed/open looped instruction and learning are offered. (RAO)

Results are presented for 107 dyslexic children who received instruction through a "dyslexia-centered" (structured, sequential, cumulative, and thorough) program at a hospital clinic, a unit attached to a university department, or a private center. This teaching program proved very successful at all three settings. (Author/SJL)

Suggests a common format for analyzing and evaluating learning systems which takes into account costs, skill requirements and sequence, instructional techniques and requirements, motivational factors, and evaluation. (RAO)

Focuses the attention of the school media supervisor on instructional planning as one major element that could be lacking in a media program designed to meet current educational challenges. Discusses institutional factors, personal factors, and changing conditions of the job that influence such planning. (Author/JD)

Theoretical and research literature on learner, program, and adaptive control as forms of instructional management are critiqued in reference to the design of computer-based instruction. An adaptive control strategy using an online, iterative algorithmic model is proposed. (RAO)

Presents a single integrated set of procedures for both analysis and design of instruction according to the Elaboration Theory. (JEG)

Discusses basic differences between cognitive and behavioral approaches to instructional design, emphasing the role of concept analysis in the design of instruction. (RAO)

In response to Robin Kinross' review of "Designing Instructional Text," support is given for the use of new ways of presenting instructional text in a cost-effective manner. (RAO)

Examines 44 published research studies involving advance organizers, and evaluates four specific predictions of assimilation theory. Analysis of the specific qualifications and specific predictions of assimilation theory suggests that assimilation theory is well supported by the results of advance organizer studies. (Author/RAO)

How to design a programed course with successive classes of students until the role of the instructor becomes minimal. (LS)