Six workshops, composed of 799 participants representing 429 agencies in the North Atlantic, Midwest, Southern, and Western regions, were conducted during September-November 1969 by the Council of Diploma Programs of the National League for Nursing. At each workshop a nurse educator gave a presentation to familiarize the participants with the…

In measuring affective evaluations of complexity, two questions have been generated by findings in the literature: (1) whether the response indicators, "interesting,""pleasing," and "liking," represent interchangeable labels for the same evaluative responses, and (2) whether these evaluations evidence a positive attitude towards complex…

This annotated booklist includes easy-to-read materials for new adult readers. Criteria for selection of the materials were: (1) the content of the books and the form of presentation must be suitable for adults; (2) the materials must be suitable for persons of varying cultural and ethnic backgrounds; and (3) they must be oriented toward the urban…

The handbook, part of the "Career Survival Skills Kit" (described in CE 001 445), explains that the kit is designed to help upper elementary and junior and senior high school students understand and use resources for life and career planning. Basic to the kit's approach to career development are behavioral objectives. They provide a…

An experiment was carried out on perceived difficulty of a simple attention task. Seven complex stimulus matrices were used, consisting of different numbers of pairs of consonants. The subjects' task was to search for targets determined by the experimenter one by one. Search time was measured as performance criterion. Perceived difficulty of the…

When one learns complex material, the important thing appears to be the ability to understand the material. Once understanding occurs, learning and remembering follow automatically. The conventional psychological literature says little about the processes involved in the learning of complex material--material that takes weeks, months, and even…

Selected cognitive developments presumed to mediate the development of achievement motivation are described. Age trends for four causal schemes involving the concepts of effort and ability from 5 to 13 years of age are presented. Developments related to ability, task difficulty, and incentive value are also described. (Author/JMB)

Two techniques for writing achievement test items to accompany instructional materials are contrasted: writing items from statements of instructional objectives, and writing items from semi-automated rules for transforming instructional statements. Both systems resulted in about the same number of faulty items. (Author/JKS)

Proposes explanations and further research considerations for the apparent psychological equivalence of the terms "complexity" and "novelty" as they refer to information theory, stimulus generalization, and subject expectancy effects. (RL)

This study explore possible explanations for the decline in highly creative contributions in old age. Examined are the role of decrements in specific divergent thinking abilities and the decline in preference for complexity as factors in the decline in creative contributions. (BD)

Because disabled learners may profit from procedures using gradual stimulus change, this study utilized a microcomputer to investigate the effectiveness of stimulus equalization, an error reduction procedure involving an abrupt but temporary reduction of dimensional complexity. The procedure was found to be generally effective and implications for…

The influence of three variables on response to undecidability was studied: (1) dual- versus single-solution rules; (2) nature of the choice contrast, and (3) presence or absence of additional information to resolve the undecidability. Participants were college students and third, fourth, and fifth grade elementary school students. (RH)

Investigated effects of changing the level of motor planning demands in simple drawing tasks for which children aged 5-11 years completed or copied squares and diamonds. Results were consistent with previous studies. Low planning demands resulted in less difference between square and diamond performance than did tasks demanding higher planning.…

This paper describes three interactive computer programs used with personal computers to present science learning modules for all ages. Developed by groups of teachers at the Educational Technology Center at the University of California, Irvine, these instructional materials do not use the techniques of contemporary artificial intelligence. (GDC)