Presents a case study in which the effect of the conflict between the goals of written expression and presentation is illustrated and describes some exercises designed to alleviate the problem. (HOD)

Piaget's use of the equilibrium model to define knowledge results in a cybernetic conception of knowledge that cannot explain how knowledge becomes possible. The knowledge that behaviors apply discriminately must be acquired, and cannot be programed, and therefore cannot be learned. (FG)

The author discusses ways that Ausubel and Novak's theory of concept learning might be applied to aesthetic education. (SJL)

Two tasks were used to evaluate the relationship between concept usage and the organization of knowledge in semantic memory for 7-, 11-, 15-, and 18-year-old subjects. (JMB)

Results suggested that the quality of mother-child interaction, especially in the area of language interchange, influences the child's development of the concept of life. (Author/DB)

A systems model of industrial relations is tried out on some practitioners and some basic deficiencies are uncovered. Suggests an approach to industrial training which may be helpful in clarifying, improving, and changing practices. (Author)

Results indicated that experience level was not significantly related to the characteristics of the students' clinical hypothesis formation. Conceptual level was significantly related to the overall quality and clarity of expression in clinical hypotheses and the number of divergent questions asked about the client's problems. (Author)

Learning is analyzed into two components, monitoring and strategy learning, using a technique that avoids the confounding of the Durling and Schick method. A strategy analysis showed that most subjects employed the same strategy across problems. Strategy shifters displayed a small tendency toward more efficient strategies. (Author/GK)

Uses Bruner's learning theory to indicate how simulation games give British secondary school teachers a chance to resolve the dilemma of, on the one hand, the formal demands of the educational system, and on the other, the need to strengthen their pupils' ability to respond to and accept change. (Author/LLS)

Examines family policy and family impact analysis in relation to concepts such as policy, policy analysis, social policy, social policy analysis, and social impact assessment. It attempts to arrive at definitional clarity and contribute to the developing conceptualization of family policy and family impact analysis. (Author)

Presents a model of the development of desociocentering, decentering relative to the social group, which is based on Piagetian research and theory and Wernerian concepts. (Author/SS)

A discussion outlining the conditions necessary for quantitative literacy is given. (MK)

Examines first- , third- , and sixth-grade children's abilities to discriminate between the reality and fantasy of television programs. Lengthy clinical interviews were conducted with each of 36 children, including viewing and discussion of 12 videotaped program segments. (SW)

Studies of concept of teaching are reviewed and a four-step process is proposed: (1) determine taxonomical structure of the context; (2) prepare a definition in terms of critical attributes; (3) arrange examples in rational sets; and (4) arrange sets according to divergency and difficulty level. (Author/RD)

Demonstrates that children in grades 2 through 10 have a more complex concept of "life" than previous research has suggested. (Author/RL)