Significant Evidence

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and are used by permission of that periodical. The abstract numbers are from Volume 25, Numbers 11 and 12, November‐December 1951.     

Significant Evidence

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 27, Numbers 2 and 3, February and March, 1953.     

Safetyrama: Teaching children about traffic safety and drunk driving

If every child in every car would speak up when he or she sees an adult commit a driving violation, there would be fewer traffic accidents.Ernest J. Cipullo is Commissioner of Police, Garden City Police Department, Garden City, New York.     

Where Next in Computer Aided Learning?

The paper is concerned with the use of the computer as a medium for teaching, a tool for learning and a manager of learning. Its special characteristic is seen to be its ability to take a non-trivial role in an interactive situation. The dramatic reduction in the cost of computer hardware is put forward as the major reason for the increasing importance of computer aided learning. The use of computers in support of both unstructured and structured learning situations is discussed. It is argued that the design methods used for the development of computer aided learning facilities need to be adaptive. It is further argued that appropriate hardware and software development tools need to be provided in order to enable adaptive design methods to be used. The particular importance of paying attention to the man-computer interface in designing computer aided learning systems is discussed. The need to be able to modify the interface after the system has been used by students is emphasized.