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Four of the seven conference papers treating behavioral and emotional problems concern the Conceptual Project, an attempt to provide definition and evaluation of conceptual models of the various theories of emotional disturbance and their basic assumptions, and to provide training packages based on these materials. The project is described in papers focusing on general overview, rationale, counter theory and dissemination phase, and evaluation. The three other papers discuss anxiety, intelligence, and behavior variables as predictors of learning in disturbed adolescents; the effects of a token system on the out-of-seat behavior of a 7-year-old boy; and academic survival skill training (involving modeling, cueing, and various types of reinforcement) for low achieving children. (KW)

This paper comments on Gagne's classification scheme with respect to learning outcomes, and offers a research design appropriate for instructional research studies. It challenges certain assumptions concerning correspondence between subject matter and categories, and asserts that the logic of experimental analysis should be applied to instructional research. The paper stresses the importance of systematic analysis of test stimuli in relation to instructional stimuli, in order to distinguish between learning and retention or transfer of training. (Author)

This collection of five papers from the Anglo-American Seminar on the Teaching of English deals with language standards, common attitudes toward language, the relationship between linguistics and the teaching of English, and the linguistic component of the preparation of the English teacher. Albert H. Marckwardt surveys the history of language standards, presents the respective views of the English teacher and the linguist on standard English, and attempts to show how each can benefit from understanding the other's viewpoint. David Mackay emphasizes the need for the English teacher to relate standard English to the student's personal dialect, and to guide him in understanding and mastering the most appropriate forms. John M. Sinclair considers what the English teacher needs to know about linguistics and what types of linguistic system would be most valuable to teachers in describing the language. Joshua Fishman points out that because mot Americans have some cultural roots in languages other than English, their sensitiveness to these languages should be taken into account by the teacher of English. The last paper, the final report of the joint working party and study group, presents seven main issues that must be dealt with in any discussion of teacher education and language learning. (LH)

Abstracts of papers presented to the 44th Annual Meeting of the National Association for Research in Science Teaching are arranged according to the topic of the session at which they were presented. Separate sessions were devoted to elementary, secondary, junior high school, and college and university science teaching, with papers on evaluation, teaching techniques, teacher and student behavior, curriculum, and attitudes being presented at each level. Papers were also presented on science teacher education at pre- and in-service levels, on learning and testing, and on environmental education and educational technology. Abstracts of addresses to general sessions, on educational research, the future of NARST, science education curriculum development, and guidelines for science and mathematics teacher education are also included. (AL)

In this third Occasional Paper in the Science series of The Science and Mathematics Education Information Analysis Center, Ausubel explains the nature and theoretical rationale of "organizers", abstract, general, and inclusive statements presented prior to new learning tasks to provide specific relevant anchoring ideas in the learner's cognitive structure. Types, functions, and values of organizers are illustrated by examples drawn from elementary, secondary and college level instruction, usually, but not exclusively, in science. The second half of the paper concerns some content issues in current science teaching, and the BSCS courses are used as illustrations of the points made concerning level of sophistication; overemphasis on analytic, quantitative and experimental aspects of science; the naturalistic approach; and the relative emphasis on basic and applied sciences in the school courses. These aspects of science courses are considered generally, not only in terms of the use of organizers. There are some concluding comments on curriculum planning by diverse teams of specialists, rather than teams of learning theorists, subject matter specialists, or evaluators, and on the disadvantages of single-unit, in contrast to integrated, curriculum development. (AL)

Professor Postman is in agreement with Professor Gagne's view that valid measurement of learning outcomes is an essential part of the evaluation of educational systems. The paper stresses that the categorization of outcomes and measuring operations should be regarded as flexible heuristic devices, and that it is desirable to guard against the risk of standardization. It also discusses the classes of outcomes distinguished in experimental investigation, and focuses on the selection of operations which will both avoid distortion of measurement and distinguish the outcomes under study from the action of other variables. (Author)

Professor Stake feels that Professor Glaser's paper does not give adequate attention to how descriptions and judgements of the instructional process can be used to facilitate educational decisions. He also asserts that behavioral specification, as it is usually defined, is often impractical and unnecessary, and he challenges the primacy of goal specification as a first logical step in instruction or evaluation. Objectives must be reported, but attention must be given to how they change over time and the priority given by different groups to different objectives. (Author)

The first part of this paper briefly describes two studies concerned with cognitive processes in children. One study examined the ability of Kindergarten and First Grade children to apply a simple rule of logical inference in order to solve a two-object discrimination problem. Specifically, the rule was of the form "if A, then not B." A second study employed the more difficult conditional discrimination problem and provided evidence concerning the ability of pupils in Grades 6, 10, and 14 to apply the more complex rule "if A and B, then A; if B and C, then B; if C and A, then C." The second part of this paper describes preliminary efforts to develop a general model for describing cognitive processes. The proposed model was compared to other similar theoretical models. Finally, the practical usefulness of this theoretical model for educational research was demonstrated by describing a successful elementary school mathematics project which stressed the analysis of mathematical statements into statements of underlying cognitive operations of processes. (Author)

This compendium contains abstracts of approximately 700 papers which are classified under administration, curriculum and objectives, instruction and learning, measurement and research methodology, counseling and human development, history and historiography, social context of education, school evaluation and program development, or special interest groups. Related documents are ED 036 899, ED 036 900, ED 036 901, ED 036 902, and ED 052 152. (RA)

Most students, perhaps over 90 percent, can master what teachers have to teach them, and it is the task of instruction to find the means which will enable students to master the subject under consideration. A basic task is to determine what is meant by mastery of the subject and to search for methods and materials which will enable the largest proportion of students to attain such mastery. That is, the basic task in education is to find strategies which will take individual differences into consideration but in such a way as to promote the fullest development of the individual. The thesis of this paper is that, to promote mastery learning, 5 variables must be dealt with effectively: (1) aptitude for kinds of learning, viewed as the amount of time required by the learner to attain mastery of the task; (2) quality of instruction, viewed in terms of its approaching the optimum for a given learner; (3) ability to understand instruction, i.e., to understand the nature of the task and the procedures to follow; (4) perseverance, the amount of time one is willing to spend in learning; and (5) time allowed for learning, the key to mastery. (Author/TA)

This paper called attention to needed research in the application of principles of learning to American Indian education. The matter of suitable rewards (contingency management) was examined, and 5 areas of needed research were identified. Concept formation was felt to be the heart of language learning, and 3 kinds of research problems in terms of concept formation were examined. The existence of communication problems between Indian pupils and their parents was faced; in keeping with this, it was noted that certain school practices often exacerbate this problem and it was urged that comprehensive analysis be made of the goals for education held by selected members of the educational community (parents, tribal officers, educators, pupils)--thus leading to construction of curriculum designs and materials of high cultural relevance. Finally, in the area of teacher reeducation, it was recommended that studies be undertaken which combine teacher involvement and contingency management. (LS)

At a national institute held August 18-29, 1969, 90 individuals met to discuss the development of programs of short-term teacher education for health specialists who were needed to instruct supportive-level health workers. This publication contains revised guidelines and presentations made at the institute and is intended to aid participants and other interested persons as they work to increase the availability of teacher education activities for health occupations education personnel. It is divided into six modular units which can be used independently of each other. The subjects of the units are Supportive Personnel in the Changing Health Industry, Defining and Describing the Educational Product, The Learner and Learning, Designing Learning Programs, Evaluation in the Educational Process, and The Educational Process. Guidelines and supportive papers are presented for each modular unit. (BC)

This publication contains sixteen abstracts of papers presented at the Research Reporting Sessions of the National Council of Teachers of Mathematics (NCTM) Annual Meeting. The investigations reported by Anthony, Creswell, Higgins, and Weise focus on curriculum and classroom innovations in the school mathematics program. Investigations by Gibbons, Pearce, Rector, and Wells relate to instruction and methods for teaching mathematical concepts. Research presented by Carry, Fey, Miller, and Vigilante is concerned with certain logical inference patterns and reasoning abilities in students. Bell and Gorth report the results of a survey of mathematics teachers with respect to current issues and a new design for evaluation in mathematics. Research on behavioral objectives for a seventh grade mathematics and for a freshman calculus course is reported by Bierden and Picard. (RP)

This is one of several papers issued in cooperation with the National Association for Research in Science Teaching to analyze and synthesize research related to the teaching and learning of science completed over a two-year period. The research reviewed is grouped according to the standard categories used by the ERIC Science and Mathematics Education Information Analysis Center: Instructional procedures, teacher education, equipment and facilities, the curriculum, status of science programs, evaluation, and learning. Altogether 120 studies were reviewed. Investigations comparing the relative merits of two or more teaching methods were the most common studies on instructional procedures. Several studies on the characteristics of children and the relationship of these characteristics to science teaching were reviewed. Some of the other studies reviewed related to: various practices in the preparation of teachers, teachers' understandings of subject matter, survey of science programs, and patterns of intellectual growth, concept formation, and cognitive styles. (BR)

This booklet contains five papers and reports from the Third Curriculum Research Institute of the Association for Supervision and Curriculum Development of the National Education Association (Chicago, May 3-7, 1958). The focus of the Institute was upon "Learning: An Area in Need of Study and Research"; its purpose was to draw on research findings in the fields of anthropology, psychology, and communications for the light they might throw on learning problems in school situations. Included are "Learning More about Learning: A Key to Curriculum Improvement" by Alice Miel; "Personality Theory and Its Implications for Curriculum Development" by Arthur W. Combs; "Anthropology and Learning" by Rhoda Metraux; "The Communication Revolution and Learning" by Robert E. Shafer; "Believing and Behaving: Perception and Learning" by Robert E. Bills; and a concluding section by the Institute staff discussing the ideas brought out in the study groups and suggesting ways to use the materials in the booklet as a basis for further study and research. (DD)

ADVOCATED ARE RESEARCH IN SCIENCE TEACHING AND CHANGES IN EDUCATIONAL PRACTICES WHICH WILL PROMOTE THE RECRUITMENT OF ABLE SECONDARY SCHOOL STUDENTS INTO CAREERS IN SCIENCE. PART 1 OF THE PAPER DEVELOPS SUPPORT FOR THE ASSERTION THAT THE IMMEDIATE EFFECTS OF CERTAIN CLASSROOM PRACTICES ARE REINFORCING TO THE STUDENT AND TEACHER ALIKE, WHILE THEIR LONG-TERM WEAKNESSES ARE NOT SEEN, AND THE PRACTICES THEREFORE FLOURISH. MANY CURRENT INSTRUCTIONAL PRACTICES ARE ANALYZED AND SERIOUS QUESTIONS ARE RAISED AS TO THE LIMITED USE WHICH IS MADE IN TEACHER PREPARATION AND IN CLASSROOM PRACTICE OF THE KNOWLEDGE AVAILABLE ON THE PROCESSES INVOLVED IN LEARNING AND TEACHING. PART 2 DISCUSSES INSTRUCTIONAL PRACTICES WHICH THE AUTHOR BELIEVES WILL CONTRIBUTE TO IMPROVE SCIENCE INSTRUCTION. THE DESIRABILITY OF IDENTIFYING AND DEFINING TERMINAL BEHAVIORS AND THE UTILIZATION OF PROGRAMED INSTRUCTION IN ATTAINING THESE OUTCOMES ARE ELABORATED. CLASSROOM MANAGEMENT AND THE UTILIZATION OF VARIOUS FORMS OF REINFORCEMENT ARE RELATED TO THEIR EFFECT ON THE DEVELOPMENT OF DESIRED STUDENT BEHAVIORS. IT IS CONCLUDED THAT A GENUINE IMPROVEMENT IN SCIENCE TEACHING WILL BE DIFFICULT, BUT IT MUST BE ACCOMPLISHED IF WE ARE TO CIRCUMVENT THE DISASTER WHICH WILL FOLLOW IF WE FAIL TO RECRUIT A LARGE SEGMENT OF OUR MOST INTELLIGENT AND DEDICATED MEN AND WOMEN FOR SCIENCE VOCATIONS. (DS)

Concentrating on television and social learning, this second volume in the series of technical reports to the Surgeon General's Scientific Advisory Committee on Television and Social Behavior consists of an overview and the reports of five investigations. The studies included are: Leifer and Roberts, "Children's Responses to Television Violence"; Liebert and Baron, "Short-term Effects of Televised Aggression on Children's Aggressive Behavior"; Stein and Friedrich, "Television and Content and Young Children's Behavior"; Feshbach, "Reality and Fantasy in Filmed Violence"; and Stevenson, "Television and the Behavior of Preschool Children." The overview reviews the field, points out agreements and inconsistencies among the studies, and concludes that "At least under some circumstances, exposure to televised aggression can lead children to accept what they have seen as a partial guide for their own actions. As a result, the present entertainment offerings of the television medium may be contributing, in some measure, to the aggressive behavior of many normal children. Such an effect has now been shown in a wide variety of situations." (SH)

Research has shown that a behavior may be acquired through observing and imitating a model. A behavior which has already been acquired may be inhibited, disinhibited, or elicited by observing and imitating. A definition of imitation is given, and the effects of imitation on learning and performance are summarized. Research on factors which affect imitation is reviewed. These factors include the characteristics of the model, the characteristics of the observer, and the consequences of the behavior to the model and to the observer. Research on imitation of cognitive skills, subject matter knowledge, and prosocial behavior is also reviewed. Finally, techniques are outlined for the use of modeling to facilitate classroom learning and motivation. (Author)

A survey of the evidence shows that some degrees of malnutrition is relatively widespread among poor children. However, the effects of inadequate nutrition on growth and mental development depend to a large extent on the severity, the timing (pre and postnatal), and the duration of the nutritional deprivation. The data are inadequate on the true prevalence of malnutrition among children in this country, but there is even less information about its onset or about its severity and quality. The absence of such knowledge reflects not the absence of the problem, but the lack of attention devoted to it. There is strong indication that nutritional factors at a number of different levels contribute significantly to depressed intellectual level and learning failure. Moreover, an adequate state of nutrition is necessary for good attention and for appropriate and sensitive responsiveness to the environment. Further, women who were malnourished as children are more likely to have disturbed pregnancies and children of low birth weight and increased risk of neurointegrative abnormality. It must be recognized, however, that improvement of nutrition alone cannot fully solve the problem of intellectual deficit and school failure. Rather, an overall effort to improve the condition of disadvantaged children is required. (Author/NH)

Suggested is a learning systems approach designed to be consistent with the objectives and scope of developmental psychology and yet sophisticated and appropriate enough to fit the unique demands of early childhood education. Identified are eight contingencies for learning that any educational system must possess. Added to these are features considered distinctive to learning environments for preschool children. Among these features are the family as a learning system, a systems perspective, a psycho-social theory of classroom learning, the philosophic position, criteria and specifications, the operational stage, evaluating and measuring learning systems, an educational research superstructure, and the educational research testing system. Eight figures specify designs and relationships important in conceptualizing and operationalizing this approach. (WY)

A description is provided of a computer-based simulation of an instructional system which adapts the learning environment to the individual's unique attributes for processing information and for being motivated. The main purposes of the simulation are: 1) to introduce, as attributes for individualizing instruction, information processing variables with their associated reinforcement contingencies; 2) to model the learning environment resulting from the adaptation of instruction based on such attributes; and 3) to specify a computer-based adaptive instructional model which selects treatments dimensioned on the attributes of information processing variables and which provides for the control and monitoring of learning. The simulation is part of an overall effort to apply the results of psychological research to educational needs. Phase one of this effort simulates a learning environment based on knowledge gathered from 1) cognitive psychology and 2) from the experimental analysis of behavior. The second stage will involve a review of the relationship of these two areas and of individual differences useful in adaptive instruction, while the final phase will attempt an empirical evaluation of the simulation. (Author/PB)

This commentary analyzes Professor Bloom's definitions of kinds of evaluation and the needs for evaluation in education. In a discussion of the nature of tests of cognition, memory, and production and evaluation abilities, Professor Guilford stresses the need for concern with acquisition of specific items of information and with general intellectual skills for dealing with that information. (Author)

In this study, 48 third-grade children learned a successive, two-choice discrimination under one of three conditions: (1) immediate reinforcement (IM), (2) 10-second empty delay (ED), and (3) 10-second delay with the discriminative stimuli in view of S (FD). The performances of groups IM and FD were only marginally different, and were both superior to that of group ED. The reversal performances of the three groups did not differ significantly. Average latencies were significantly longer in groups FD and ED than in IM. It was condluded that in group FD a set to observe stimuli was established during delay which generalized to the preresponse interval and facilitated performance. (Author)

The relationship between instruction and transfer was studied to determine if tests of transfer would influence evaluation of instruction differently than tests of learning of specifics. Subjects were 120 fourth graders of average intelligence. The children were randomly assigned to one of the following groups: (1) rule treatment, (2) specific instructions treatment, (3) answered problem treatment, or (4) control group. The three experimental groups were given the same problems to solve and only the problem solving instructions were different. There were no statistically significant differences in competence in solving the specific problems among the three groups, but the rule treatment group produced the greatest degree of transfer. It was concluded that to attain the general goal of transfer, instruction associating rules with problems was preferrable to instruction which focused upon the problems without rules. Recent work lends strong support to this conclusion, but it has also been found that the level of performance on both learning and transfer tasks depends heavily on the particular tasks involved. Findings of the present study indicate the need to include transfer tests to measure outcomes of instruction if instructional goals include affecting students behavior in contexts other than those in which they were learned. (RSM)

INCLUDED ARE MATERIALS FOR USE IN TEACHING AND EVALUATING 11 SELECTED CONCEPTS RELATED TO THE BIOLOGICAL CELL IN GRADES 2 TO 6. THE CONCEPTS WERE SELECTED AND THEIR ORDER DETERMINED THROUGH AN ANALYSIS OF ELEMENTARY TEXTBOOK SERIES, HIGH SCHOOL AND COLLEGE BIOLOGY TEXTS, CYTOLOGY TEXTS, AND INFORMATION GATHERED THROUGH A PILOT STUDY. THE MATERIALS HAVE BEEN EXPERIMENTALLY EVALUATED AND A BRIEF RESUME OF THE DATA IS PROVIDED. PART 1 DESCRIBES 11 LESSONS, ONE LESSON FOR EACH CONCEPT SOUGHT. THE LESSONS ARE DEVELOPED FOR ORAL PRESENTATION IN ASSOCIATION WITH APPROPRIATE VISUAL MATERIALS SUCH AS PHOTOMICROGRAPHS, ROCK SECTIONS, DIAGRAMATIC DRAWINGS, FILMLOOPS, AND OTHERS. PART 2 PROVIDES MULTIPLE-CHOICE TYPE TESTS FOR TESTING STUDENT KNOWLEDGE, COMPREHENSION, AND APPLICATION OF EACH OF THE 11 CONCEPTS. EACH TEST INCLUDES 36 ITEMS DIVIDED EQUALLY BETWEEN THE THREE LEVELS OF UNDERSTANDING. TEST RELIABILITIES ARE GIVEN. THE STUDY FOR WHICH THESE MATERIALS WERE DEVELOPED IS REPORTED IN FULL IN TECHNICAL REPORT NO. 40 OF THE CENTER FOR COGNITIVE LEARNING AT THE UNIVERSITY OF WISCONSIN. (DS)

THIS ANNOTATED INTERNATIONAL BIBLIOGRAPHY INCLUDES AN OVERVIEW OF RESEARCH ON THE EFFECTS OF TELEVISION AND CITES STUDIES ON EFFECTS ON LEISURE TIME, AND LEARNING AND PSYCHOLOGICAL EFFECTS. INFORMATION ON AVAILABILITY OF UNESCO COUPONS FOR THE PURCHASE OF THE PUBLICATIONS LISTED, AND THE DOCUMENT ITSELF, MAY BE OBTAINED FROM UNSECO, PLACE DE FONTENOY, PARIS 7, FRANCE, OR FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS. COST IS $0.75. (LH)

These two volumes contain author abstracts of papers presented during the American Educational Research Association 1970 annual meeting. Both volumes are organized into six topical divisions: (1) administration, (2) curriculum and objectives, (3) instruction and learning, (4) measurement and research methodology, (5) student development and personnel services, and (6) social context of education. Each table of contents lists paper or symposia sessions, arranged alphabetically by title within each division. Individual paper abstracts can be located by means of either the title index or the author/coauthor index at the end of volume one. An author index at the end of volume two locates individual symposia abstracts. (Author/MLF)

Designed for both parents and teachers, the handbook presents methods for educating the moderately and severely retarded child. Those methods include measuring progress, rewarding and punishing, ways of using rewards and punishers, ways of giving positive reinforcers and punishers, withholding reinforcers (extinction), letting the child reward himself, spacing giving reinforcers, shaping behavior in small steps, using signals, and building control. Twenty-three activities are next presented, each with a task definition, pretest, and suggested education program. These activities include sitting quietly; building puzzles; coloring; playing with toys, balls, and wagons; toilet training; eating correctly; putting on a pullover shirt, pants, and socks; buttoning buttons; tying shoe laces; brushing teeth; washing; imitating movements, mouth movements, sounds, and words; understanding words and the names of colors; naming objects, actions, and colors; and talking in sentences. Appendixes include materials needed for the activities, suggested reinforcers, sample forms for pre- and posttest, glossary, and applications to blind and deaf children. (LE)