The present and future realities of educational research and its researchers are discussed in relation to educational policy, decision making and its effectiveness in these areas. (DEP)

A review and critique of the revisionist essays which appear in the history "Roots of Crisis." (DEP)

Remarks are focused on two of the findings of a study carried out by Bingham-Newman and Hooper in "Classification and Seriation Instruction and Logical Task Performance in Preschool."

This article is a commentary on TM 501 927 by the authors of the study "Classification and Seriation Instruction and Logical Task Performance in Preschool." (DEP)

This article is a rejoinder to TM 501 928. (DEP)

Investigates the transfer effects produced by cued (errorless) and trial-and-error (errorful) learning of a serial motor task. (Author/DEP)

Explores the relationship between student teacher attitudinal similarity and cognitive retention in a relatively natural setting and within a respondent conditioning paradigm. (Author/DEP)

Examines methods used in analysis of school and home effects in three recently published International Association for the Evaluation of Educational Achievement studies. Results of this examination lead to different results than those found in the original study. (Author/DEP)

Illustrated is the power of multidimensional scaling in reducing a complex set of proximity measures to a simple geometric picture that shows the relationship among data objects. Methods are discussed for determining the number of dimensions needed to represent a set. (Author/DEP)

The importance of the role of meaningfulness as a learning variable is discussed. (DEP)

The meaning of discovery learning or discovery method of teaching and the goals one might wish to achieve by using this method are discussed. (Author/DEP)

The role of linguistics and its importance in the areas of cognitive development, psychology and semantics is discussed. (DEP)

Fifty-four second graders read three stories under three different picture conditions (color picture, outline, and no picture) on consecutive days. Pupils were tested each day on attitude towards what was read. Results showed that children significantly preferred stories with pictures to ones with no pictures and especially liked those in color.…

This study attempted to determine the overlap between two word lists, one derived from written sources (The Great Atlantic and Pacific Sight Word List) and one constructed from oral language (Newman-Bailey List). It is suggested that differences between children's spoken words and the words in school texts may be more fancied than factual.…

The child's process of learning to read was simulated by teaching adults to associate Chinese characters with spoken words. When the students chose words to be learned, learning was more rapid than when words were selected by the examiner from a basal reader. (Author/JA)