Using a computer assisted learning task, subjects were assigned to an example-only, objective-example, rule-example, or objective-rule-example treatment. The subjects were required to meet minimum criterion performance at each level of the task. The findings discuss the use of objectives, rules, and examples on student performance. (Author/SE)

Achievement may be increased directly through curriculum improvements or indirectly through increasing behaviors which are prerequisites for academic achievement. (Author)

Teachers were videotaped teaching lessons. Lessons were seen as signal systems to participants. These signal systems were characterized along dimensions of continuity, insulation, and intrusiveness. Task involvement was used as the criterion. Results indicate most successful to least successful lessons, based on signal systems. (Author/SE)

Low IQ subjects do benefit from direct practice on the strategies involved in the solution of complex problems. (Author)

College students were asked to reason about the relative speeds of horses turning on a merry-go-round platform. Results revealed that, unlike field independent subjects, field dependent subjects failed to reason analytically. They were misled by perceptually salient aspects of the situation. They resisted accomodating to additional information.…

This study uses techniques developed for describing the "environments" of U.S. universities and explores the correlation between national characteristics and university characteristics in the British Commonwealth. Results suggest that these techniques are appropriate for characterizing Commonwealth universities and that national characteristics…

Third grade pupils learned paired associates with nonsense words serving as stimuli and familiar nouns serving as responses. Half the subjects looked at concretizing pictures of the paired items and heard sentences or labels only. Sentences without pictured stimuli impaired learning, while sentences with pictures facilitated learning…

Using a model for individual differences in multidimensional scaling, 16 concepts dealing with developmental psychology were scaled before and after a course. The criterion measure used was the instructor's position in the subject space. Implications of this methodology for educational evaluation are discussed. (Author/SE)

Support was found for two hypotheses declaring that students attending the last regular meeting of a college course in introductory psychology give more favorable instructor and course evaluations than those attending the final examination only. (Author/SE)

The potential educational import of noncognitive personal characteristics is examined with particular reference to problems in their measurement. Attention is drawn to some dangers and difficulties in using noncognitive measures in educational practice, and to the need for safeguards against misuse. (Author/RD)