Studies have demonstrated that students learn to seek pleasurable learning situations and learn to avoid painful ones; however, when they do not have sufficient information at their disposal to determine whether or not their behavior will have a pleasurable or painful outcome, they experience a psychological conflict we are calling…

The development of computer-assisted instructional lessons on the following three topics is discussed: 1) the mole concept and chemical formulas, 2) concentration of solutions and quantities from chemical equations, and 3) balancing equations for oxidation-reduction reactions. Emphasis was placed on developing computer routines which interpret…

The author describes ways to test for relationships between student achievement and higher cognitive questions asked by the teacher. He details methods for evaluating student responses in terms of answer quality and presents some of his own preliminary research on student response length. Higher cognitive questions, he hypothesizes, elicit and…

Contrary to much published opinion, little evidence was found of decrement in the performance of students in a University lecture. Decrement was measured by the percentage of "ideal" notes recorded by students in the course of an expository lecture. (Editor)

Teachers participating in an inservice class report their own personal responses to the use of poetry in the classroom.

Describes how to develop a Likert-scale instrument for determining affective response to poetry on five levels. (DD)

Feedback does not facilitate retention if it is highly available to the learner before he responds, or if the learner finds the material very difficult. Varying the amount of time passed between response and feedback--the Delay Retention Effect--is discussed. (MV)

Finds that student journalists reacted differently to--and wrote different stories about--a woman news source who spoke about a rape crisis center, depending on whether they had been told that the woman was herself a rape victim. (GW)

The study examined the effect of increased teacher-wait-time in increasing frequency of responses of two developmentally delayed 2 1/2-year-olds. Teacher wait-time of 5 seconds was found to be superior to teacher wait-time of 1 second in both frequency of response and accuracy of response. (Author/DB)

This study assessed the stability of student/teacher interactional behavior over one academic year. A total of 52 classes with the same teacher were observed, and teaching behavior was quantified using the Cheffer Adaptation of Flanders Interaction Analysis System. Results are discussed. (Author/MT)

In August 1984, each member of the entering freshman class at Clarkson University received a Zenith Data Systems Z-100 PC desktop computer. Although there have been some problems (such as losing homework due to one power failure), results of a student survey indicate overall positive attitudes toward the experience. (JN)

A teacher discusses an English class' response to Solzhenitsyn's novel "One Day in the Life of Ivan Denisovich" and the controversial film, "Scum." (HOD)

Examines the influence of abstract art on children's book illustration and considers the child's response. (HOD)

Describes a course designed to teach written business communications in a simulated business environment. Summarizes student response to the course. (AEA)

Described are reactions to a game in which students establish social groups, detail their governing principles, and identify and cope with deviant behaviors. (GW)