Article concerns the criticism of an earlier article in this journal written by Professor Donald K. Darnell which focused on the direction the study of communication is taking. (RK)

This study attempted to answer two questions: should variable or constant grapheme-phoneme correspondence be introduced initially and should paired-associate or conceptual training be used in initial training. (Author/RK)

This study has demonstrated the feasibility of extracting from passages of expository text a structure that reveals an important aspect of the logical interrelations among the ideas expressed in the passage. (Author)

This article describes some of the progress of a research program stressing the need for the development of reinforcement principles in education, the need for behavior analysis, and the need for wider utilization of learning principles. (Author/RK)

Studied were the effects on observational concept learning of the experimenter as his own model, versus the experimenter plus a separate model, versus a nonmodeling (control) procedure, as well as the provision of favorable versus neutral outcome-expectation. (Authors/CB)

Author attempts to outline a course in world musics for students to develop their musical experiences and realize more fully the inherent musical qualities of different languages. (RK)

Results showed that reversal shift was easier than extradimensional shift and that relative shift difficulty was unaffected by instructions, in contrast to findings with college-age subjects. (Authors)

Creativity is largely an outgrowth of attitude rather than an activity, a set of predispositions rather than a production line. Author traces the concept of creative development and the role music plays in illustrating the creative process. (Author/RK)

Critical examination of the Teachers' Guide and Guide to Experiments and Questions Book in O-level Nuffield physics course reveals there may be disadvantages to the current organization when analyzed with psychological considerations. (PS)

Contains a systems analysis of the Mankind-Education System and a block-diagram model of this system. (DD)

Results of two experiments show that only postinformative feedback intervals to be significant sources of variation; mean trends appeared to indicate that extended preresponse intervals interfere with performance, if anything. (Authors/MB)

Study deals with a comparative developmental analysis of performances on the same task by four age groups. (MB)

Results lend support to the notion that children at different ages are differentially responsive to various conceptual-strategy models. (Author)