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In the latest State-of-the-School address, the Superintendent of the Naval Postgraduate School (NPS) presented (1) a vision of the university of the future that uses computer technology for instructional delivery, distance education, multimedia presentations, and laboratory support; and (2) a position that stresses NPS should exploit emerging technology to export new products to fresh markets to preclude the lost of sponsors and students who are highly technologically oriented. The author believes that the use of Internet-based instruction, to supplement traditional and nontraditional education provided by NPS, strongly supports these, and other, points of the Superintendents State-of-the-School address. Consequently, with this context, the general goals of this reported effort were to uncover the present status, generic issues, and alleged Advantages and disadvantages of using the Internet to complement instruction, and to make some recommendations to NPS administration for their consideration concerning this innovative technology.

This small set of 3 titles, was first published in 1980 and 1987. The three volumes make important contributions to the study of cognitive process analyses of aptitude; learning and problem-solving; and conative and affective aspects of human performance, in coordination with cognitive psychology. Taken together the editors hoped they would provide at least one solid platform for a more comprehensive integration of cognitive, conative, and affective theory and research in the instructional psychology of the future.

The study demonstrates and discusses a new procedure for performing item analysis which uses multiple discriminant analysis to establish efficiently and effectively an index of item validity. Application of this statistical technique to data derived from an attitude survey of three groups of students enrolled in technical training courses yielded the following results: It disclosed those stimulus items which were responsive enough to discriminate among criterion groups; it partitioned the total discriminatory power of the items into two homogeneous components; it yielded data for arriving at a special weighting scheme for scoring the final attitude form; and it located the positions of the criterion groups relative to the two orthogonal dimensions of the attitude universe. (Author).

The study evaluated the learning efficiency and effectiveness of teaching an anatomical and physiological system to Air Force enlisted trainees utilizing an experimental audio-visual programmed module and a commercial linear programmed text. It was demonstrated that the audio-visual programmed approach to training was more efficient than and equally as effective as the programmed text approach to training. It was determined that trainees of different learning abilities acquired as much knowledge about the digestive system from viewing the 20-minute audio-visual module as from interacting for 80 to 120 minutes with the programmed text. It was established that students who differed in their mastery of the rudiments of anatomy, physiology, and medical terminology performed equally well after audio-visual instruction or after written programmed instruction. It was found that trainees reported more positive reactions to the audio-visual program than to the written program. It was recommended that within the Medical Service Fundamentals Course audio-visual programmed instruction be emphasized and written linear programmed instruction be de-emphasized. (Author).

Fifty Navy recruits were given 11 paper-and-pencil tests of cognitive styles, abilities, and aptitudes. Visual, auditory, and bimodal brain even-related potential (ERP) amplitudes were recorded from each of these subjects. Product-moment and cononical correlational analyses, as well as principal-factor analysis and varimax rotation, were conducted. Product-moment correlations indicated that some cognitive attributes were significantly associated with some ERPs. Cognitive characteristics that contributed to the the significant canonical correlations were general aptitude, verbal comprehension, spatial ability, field dependence-independence, conceptualizing style, and reflection-impulsivity, as well as ERPs in the right temporal and parietal areas and left frontal and parietal areas. Some ERPs and cognitive characteristics defined the same underlying dimensions, implying that they are related. The results demonstrated the construct validity of ERPs as indicators of individual differences in cognitive characteristics, especially crystallized and fluid intelligence. (Author).