The aim of the author was to ascertain how well a Dutch approach to introducing probability into the elementary school curriculum could be attempted by English children. Classroom situations are described. (MN)

Bilevel dimensionality of probability was examined via factor analysis, Rasch latent trait analysis, and classical item analysis. Results suggest that when nonstandardized measures are the criteria for achievement, relying solely on estimates of content validity may lead to erroneous interpretation of test score data. (JKS)

Questions concerning probability which appeared on the General Certificate of Education test are analyzed in terms of the processes required to answer them. The relationships between these processes and cognitive development are discussed. (SD)

Addresses the problem of defining the notion "linguistically significant generalization." A rigorous objective method for determining the significance of a generalization, based on probability theory, is proposed. The proposal is illustrated by applying it to examples central to theorizing in generative grammar. (Author/KM)

An asymptotic theory is developed for a new time series model introduced in TM 502 289. An algorithm for computing estimates of the parameters of this time series model is given, and it is shown that these estimators are asymptotically efficient in that they have the same asymptotic distribution as the maximum likelihood estimators. (Author/RC)

Statistical methods are presented for studying "correlates of diversity," defined as characteristics of educational organizations that predict dispersion on the dependent variable. Strategies based on exact distribution theory and asymptotic normal approximation are considered. (TJH)

A hypothetical classroom discussion is used to present concepts and problems students can master. Three computer programs are listed for binomial probabilities. (MNS)

The well-known problem of cumulating error probabilities is reconsidered from a general epistemological perspective, namely, the concepts of severity and of fairness of tests. It is shown that not only Type 1 but also Type 2 errors can cumulate. A new adjustment strategy is proposed and applied. (Author/JAZ)

Encourages the use of the microcomputer to teach probability theory and concepts. Presents an instructional sequence and provides 10 activities, three of which have short programs listed. (JM)

Presents four probability problems, their simulations, and analyses. The first illustrates a discrete situation for which it is possible to list the sample space. The second and third are continuous--the number of possible outcomes is infinite. The last is discrete with a surprising continuous extension question which leads to l/e. (JN)

Concepts of probability held by pupils ages 11-16 were ascertained, in conjunction with a unit focusing on possible biases toward the number 6. (MNS)

Activities involving spinners and dice are presented. Making the materials is noted, followed by activities on counting, computation, probability, fractions, and other ideas. (MNS)

The game of craps is analyzed in terms of mathematical expectation. Betting examples are presented and discussed, and a computer simulation program in BASIC is included. (MNS)

Presents an application of the binomial distribution in which the distribution is used to detect differences between the sensory properties of food products. Included is a BASIC computer program listing used to generate triangle and duo-trio test results. (JN)

Discusses need for introducing material to educate students about the relationship of philosophy to physics and science in general, particularly in light of quantum mechanics. Suggesting the dual nature of electrons as a starting point and citing several supplemental texts, a demonstration is described to be used to introduce the topic. (JM)