Presents evidence to establish that instructional technology applications often result in transfer of training failures, which are attributed to inappropriate mixing of behaviorist and cognitive instructional design models. Specific suggestions are made for instructional design prescriptions that support different levels of transfer for different…

Reviews bases for contemporary discontinuity theories of mental development, presents findings that support alternative proposition of continuity and scrutinizes assessment methods from which these continuity results derive. Also offers several models that help explain the continuity findings, and argues that individual differences in mental…

Used the Sibling Inventory of Differential Experience with 396 adolescent and young adult children to determine the extent to which genetic differences between siblings or sibling differences in family constellation variables were responsible for differential experiences. (HOD)

Examines issues in broad-based training in the context of transfer of training. Classical research findings on transfer are summarized and training policy implications are drawn. Transfer is reexamined relative to recent ideas in cognitive psychology, training methods to enhance transfer are suggested, and future research needs are addressed.…

Compared 19 pregnant and 20 nulliparous Black teenage women on personal and family history and psychosocial adjustment. The pregnant group had lower maternal educational level, later sex education, more brothers, better family adjustment, but poorer vocational adjustment, suggesting distinct characteristics but not family or psychological…

Analyzes instructional theory requirements and suggests that structural learning theories meet these requirements. Essentials of such theories are illustrated in the context of designing an instructional unit on subtraction. Structural learning theories are then described more generally and contrasted with cognitive theories. Implications for…

Examines the degree to which experiencing confusion during the acquisition of new academic material differentially affects classroom performance of helpless and mastery-oriented fifth-graders. Provides an initial test of a theoretical approach to understanding differences between male and female performances in different subject areas. (AS)

Occupational stress, either chronically high or inadequate, is a serious problem within organizations. A variety of factors contribute to the individual's perception of stress and the methods available to reduce or moderate stress levels, including organizational structure, placement, gender-related characteristics, and opportunities for…

The elementary school teacher's task of decision-making in Individually Guided Education programs is doubly important because of its benefits to the individual child and its potential source of professionalism for the teacher. (MM)

Teachers in IGE should emphasize and explain the goals, instructional objectives, and philosophy of the unit team. (MM)

The author analyzes NASW membership data concerning the relative status of men and women in the profession. Sex differentiation can be seen in the areas of salary and type of employment. Marital status and child responsibility appear to account for some of the differential. However, additional data are required. (Author)

Many educational questions of research interest focus on individual differences in attitudes and behaviors related to academic achievement, changes in such attitudes and behaviors over time, and the types of academic environments that facilitate or prevent development of achievement attitudes and behaviors at school. This paper, the first in a…

This study compared the cognitive abilities of children with myelomeningocele born between 1975 and 1981 (and recipients of aggressive, sophisticated medical treatment) with those of children born two decades earlier. Verbal, performance, and full scale IQ scores on the Wechsler Intelligence Scale for Children (Revised) were collected on 20…

Hierarchical linear modeling was used to examine the effects of individual and classroom level factors on reported value of mathematics for students (n=557) in grades three, four, and six. Data for this study came from the "Childhood and Beyond" study. Results indicated that the use of computers and computer efficacy were both positively related…

Comparative research on the overall graded-nongraded distinction in organization coupled with specific investigations of nonpromotion within the graded model has yielded some preliminary answers concerning the effectiveness of strategies of dealing with the slow-progress problem. Some of the major unresolved problems are highlighted in the summary…