Memory Research in Counseling: A Perspective and Some Hypotheses

The purpose of this article is to outline a perspective for memory research in counseling. The primary audiences were graduate students and supervisors of students planning research plus counseling researchers interested in investigating memory issues in counseling. The importance of memory processes in counseling is briefly reviewed. The authors then present a broad perspective for memory research in counseling and levels of processing, and examine a series of hypotheses that are tied into current work in counseling. The overall heuristic of levels of processing is followed by an examination of the reformulations of the position and how these may result in testable counseling hypotheses. This type of thinking should be valuable to counselor educators as they conduct their own research and help their students plan research programs. In addition, there is potential for applications of memory research to training and practice.     

Coming to Grips with Continuous Assessment

In the aftermath of the apartheid years the South African education system is being reformed and the curriculum transformed. One reason for doing so is that the old curriculum, apart from being the product of a universally discredited past, is also inappropriate for a developing economy in the 21st century. The new curriculum espouses outcomes based education. This shifts curricular emphasis from prescribed content knowledge to a learner centred, teacher facilitated, activity based style of education. Teachers must become adept at perceiving clues to a learner's thinking by observing science activities closely. The method of 'dynamic assessment' is discussed. It involves teachers eliciting clues or observing and interpreting learners' actions as a reflection of their concept development. By acting immediately when the learner is judged to be at a 'point of divergence' the teacher can pre-empt a conceptually costly meander. Teaching in this way requires confidence as well as good subject knowledge. The Primary Science Programme (PSP), where both authors are employed, is an in-service organisation. The PSP's work suggests that clear performance indicators which articulate distinctly what teachers must focus on is a powerful teaching and in-service mechanism. The new South African curriculum is discussed and shown to be demanding for teachers.     

Problem-centred Learning Using Computer Algebra Systems in the Engineering Curriculum

Engineering education at tertiary level is changing in order to reflect the need for an integrated approach to problem-based learning. Problem-solving techniques related to engineering applications have been used frequently to clarify difficult analytical concepts and theories. However, there is still a need to integrate various engineering disciplines by using different tools and approaches. The main objective of this paper is to present a problem-solving approach to analysis, synthesis and dynamics of mechanisms and machines using computer algebra systems. By using various analytical methods and the graphic capabilities of such mathematical software, it is possible to illustrate and implement, in a creative way, many areas including kinematic and dynamic analysis, vibration analysis and programming. Students generally considered these areas to be difficult.     

The Great Therapists Program: Computerized Learning of Counseling Theories

The authors examine the effectiveness and subjective enjoyment of a computer-assisted instruction program to teach neophyte counselors classic methods of psychotherapy. Software was developed that called for beginning counseling students to simulate dialogue with a client via the computer's keyboard. Students were able to compare their responses with those of classic therapists. Provisions for a printed record of the session were made. Questionnaires, knowledge tests, and students' choices of counseling styles provided investigators with feedback on learning and level of positive response to the teaching method. As with most computer-assisted instruction studies, no evidence supporting increases in learning was obtained; however, free responses and ratings indicated that the students positively evaluated the program as a learning experience.