The culture of education

which is used to describe a third component of thinking processes, particularly preverbal, and it denotes the concept that the world is activated by some generalized "energy" that links together causally all objects and events ; it is presumably revealed by a person's lack of curiosity about causal connections, as though they were self-evident. Aside from the rather frequent use of such key words, having strong connotations for this reviewer far away from what the author is aiming to denote, the book is written in a lucid and stimulating style that makes reading it an invigorating intellectual exercise. It is a book that is likely to have somewhat limited attraction to the full-time clinician, especially one treating adult patients. And child psychiatrists and psychologists, if reasonably well read, will most likely be familiar with the majority of references from which this author has synthesized his material. On the other hand, the scholarly and refreshing con¬ ceptual approaches of the author will appeal to psychologists, philosophers, linguists, and psychiatrists with a research bent and anyone else who wants to be provoked to do some thinking on the problems of language, language development, and the psychology of cognition. Louis A. GOTTSCHALK, M.D. Plans and the Structure of Behavior. By George A Miller, Eugene gALANTER, and Karl H. Pribram. Price, $5.00. Pp. 226. Henry Holt & Co., Inc., New York 17, 1960. This is an important book for psychiatrists and behavioral scientists, since it presents a clear, concise study of the application of cybernetics, information and computer theory to the problem of analyzing behavior. The authors have been actively engaged in behavioral research in different areas\p=m-\Millerin information and communication, Galanter in experimental psychology, and Pribram in neurophysiology. The book resulted from a series of discussions which they engaged in during a year they spent together at the Center for Advanced Study in the Behavioral Sciences, Palo Alto, Calif. Their original intent was to write a diary, as it were, of the development of their ideas and, fortunately, enough of this remains to make the book clear, easy to read, and interesting. It is also fortunate, however, that in the final writing a variety of studies comparing the "behavior" of computing machines with human "cognitive behavior" have been reviewed and summarized. The result is one of the best presentations of the present status of the brain-computer problem. The authors, however, do not discuss certain aspects of this problem, such as the difference between the brain and its vast number of parallel channels, but few operations, and the modern high-speed computer with its few channels and vast numbers of operations. This omission is consistent with their interest, since it would introduce the question of mechanisms rather than the problem of the structure of behavior as it is observed in everyday life in the clinic and in experiments on learning, conditioning, etc. Similarly, they do not discuss the qualitative differences between mechanisms of memory in the computer and those in the brain. In the former, a "memory"\p=m-\ i.e., stored information\p=m-\isidentified, metaphorically speaking, by an address, whereas no such mechanism is known in the brain (personal communication, Dr. Julian Bigelow). With few exceptions, however, the data, concepts, and theories presented are handled with elegant precision, as illustrated by the discussion of Sherrington's concepts of the "Reflex" and the "Synapse," Kurt Lewin's ideas of "tension states," and the numerous references to the work of Newell, Shaw, and Simon on computers and logic. There are, nevertheless, areas with

https://link.springer.com/content/pdf/10.1057%2Fjors.1968.86.pdf

Plans and the Structure of Behavior

This review article considered the nature of styles and strategies and then surveyed work on cognitive styles. Different researchers have used a variety of labels for the styles they have investigated. Analysis of the way in which they assessed style, its effect on behaviour and performance, and studies of the relationship to other labels, suggested that the labels may be grouped into two principal cognitive styles. These were labelled the Wholist‐Analytic and Verbialiser‐Imager dimensions. A computer presented method of assessing the position of an individual on these dimensions was described.

Cognitive Styles--An Overview and Integration.

Online learning as a concept and as a keyword has consistently been a focus of education research for over two decades. In this paper, we present results from a systematic literature review for the...

How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018).

The Study of Instinct

In a free-learning task, individuals are assigned to different categories of cognitive competence on the basis of the teaching strategy they adopt. Two major types are distinguished: holists or global learners and serialists or step by step learners, on the basis of analysis of the type of hypothesis that learners test in carrying out the task and a content analysis of the protocols produced when learners are asked to teach back what they have learned. For other tasks, using the same subjects, it is shown that teaching is most effective when the teaching materials are structured so as to match an individual's competence and the converse holds when there is mismatch. The results are interpreted for a theory of learning/teaching and the need for a language suitable for talking about strategies and subject matter structures is discussed.

Learning Strategies and Individual Competence.

A discussion of the increased accessibility to the Internet and how this has lead to a variety of resources being used for learning. Case studies and examples show the benefits of using the Internet as part of resource-based learning.

The Virtual University: The Internet and Resource-Based Learning

Setting the scene overview of new technologies resource-based learning using the Internet course development electronic libraries, museums and publishing integrated systems around the corner.

The Virtual University: The Internet and Resource-Based Learning. Kogan Page Open and Distance Learning Series.

CASTE (Course Assembly System and Tutorial Environment) is a facility for observing and controlling human learning. This paper describes the system and presents data on its use as a conversational system for teaching elementary concepts of probability theory to Technical College Students. A summary is given of the work on adaptive teaching systems that led to the development of CASTE for subject matters where students can and do adapt a variety of learning strategies. For such cases adaptive teaching is not sufficient; a system is called for which learns about a student's preferred learning strategy by engaging him in a dialogue about his learning; CASTE is such a system.

Caste: A system for exhibiting learning strategies and regulating uncertainties

Web Dynamics. Adapting to Change in Content, Size, Topology and Use

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