Presents a summary of research on the effect of tabular and graphic presentation on reader reaction, reader retention, and reading time that found that comprehension, reaction, and reading time are enhanced by graphic aids. (JOW)

Presents an alternative approach to the life cycle which avoids the creation of monolithic age categories and exclusive reliance upon the unidimensional index of chronological age. Data exemplify the potential utility of age status graphing in understanding the life cycle. (JAC)

Reasons for having students make graphs are noted. Then specific graphing topics and materials appropriate for young learners are presented, including life-sized, floor, clothespin, felt-face, block, and magnetic graphs, and polls of pupils. (MNS)

Discusses the functions of using visuals in communicating and comprehending information. (AEA)

Teachers of an integrated elementary classroom used cookie-sharing time as a learning experience for students. Responsible for dividing varying amounts of cookies daily, the students learned to translate their experiences to graphs of differing sophistication and analyses. Further interpretation and application were done by individual students…

Research supported in part by a grant from the U.S. Public Health Service. (DD)

Summarizes a doctoral thesis that validated a Gagnian learning hierarchy and showed that graphical skills were more quickly learned the greater the guidance that was given, but that there was no difference in retention and transfer between guided and discovery learning of these skills. (AL)

A discussion of the so-called rose curves defined by simple trigonometric functions in polar coordinates. (MM)

Describes a computer program that plots a solid" representation of molecular orbital charge density which can be used to analyze wave functions of molecules. Illustrated with diagrams for formaldehyde. (AL)

The position of Droopy on a rectangular grid was used to motivate learning of coordinates. (MM)