Most research on graphic organizers (i.e., figural organizations of text information) has failed to simulate actual classroom learning. Typically, studies have used short, poorly organized text, single graphic organizers, and immediate tests measuring only factual knowledge. Also, there is no convincing evidence that graphic organizers are better than outlines. Two experiments were conducted that represented attempts to address these problems in answering the question, "What types of text information do graphic organizers and outlines help college students learn?" Results revealed that when given enough time, students studying graphic organizers learned more hierarchical and coordinate relations, and as a result, they were more successful in applying that knowledge and in writing integrated essays than students studying outlines or text alone. These findings are discussed in terms of efficient indexing through visual argument.

The authors examined the methodologies of articles in teaching-and-learning research journals, published in 1994 and in 2004, and classified them as either intervention (based on researcher-manipulated variables) or nonintervention. Consistent with the findings of Hsieh et al., intervention research articles declined from 45% in 1994 to 33% in 2004. For nonintervention articles, the authors recorded the incidence of “causal” statements (e.g., if teachers/schools/parents did X, then student/child outcome Y would likely result). Nonintervention research articles containing causal statements increased from 34% in 1994 to 43% in 2004. It appears that at the same time intervention studies are becoming less prevalent in the teaching-and-learning research literature, researchers are more inclined to include causal statements in nonintervention studies.

Of all milestones and achievements in medicine, conquering pain must be one of the very few that has potentially affected every human being in the world. It was in 1846 that one of mankind's greatest fears, the pain of surgery, was eliminated. This historical review article describes how the various elements of anesthesiology (gasses, laryngoscopes, endotracheal tubes, intravenous medications, masks, and delivery systems) were discovered and how some brilliant entrepreneurs and physicians of the past two centuries have delivered them to humanity. One name stands out amongst all others when the founder of modern anesthesia is discussed, William T.G. Morton (1819-1868). A young Boston Dentist, Dr. Morton had been in the search for a better agent than what had been used by many dentists: nitrous oxide. With Dr. Morton's tenacity driven by enthusiasm and discovery, he and renowned surgeon at Massachusetts General Hospital, John Collins Warren (1778-1856) made history on October 16, 1846 with the first successful surgical procedure performed with anesthesia. Dr. Morton had single-handedly proven to the world that ether is a gas that when inhaled in the proper dose, provided safe and effective anesthesia. One of the first accounts of an endotracheal tube being used for an airway comes from the pediatrician Joseph O'Dwyer (1841-1898). He used the metal "O'dwyer" tubes in diphtheria cases and passed them into the trachea blindly. Adding a cuff to the tube is credited to Arthur Guedel (1883-1956) and Ralph M. Waters (1883-1979) in 1932. This addition suddenly gave the practitioner the ability to provide positive pressure ventilation. The anesthesiologist Chevalier Jackson (1865-1958) promoted his handheld laryngoscope for the insertion of endotracheal tubes and its popularity quickly caught hold. Sir Robert Reynolds Macintosh's (1897-1989) breakthrough technique of direct laryngoscopy came after being appointed Nuffield professor of anesthetics at the University of Oxford in 1937. He was the first to describe the routinely placing of the tip of his newly re-designed laryngoscope in the epiglottic vallecula which is attached to the base of the tongue, thus when lifted exposed the entire larynx. Macintosh was genuinely astonished at what a great view he could achieve with his new blade and technique. The use of barbiturates as an intravenous anesthetic began in 1932. Sodium thiopental gained popularity after its use was described in detail by a Dr. John Lundy (1894-1973) of the Mayo Clinic. Other I.V. medications were tried over the past seventy years, but the newest induction drug which provided for a substantially shorter recovery period and seemed to actually suppress laryngeal reflexes has brought with it many benefits. Propofol, introduced clinically in 1977, demonstrated many positive effects even as an anti-emetic compound. Before October of 1846, surgery and pain were synonymous but not thereafter. As we entered the information age where the infrastructure of evidence based medicine and newer fields of genetics, tra...

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Encoding benefits (DiVesta & Gray, 1972) of graphic-organizer and outline note-taking using spaced study and review (Robinson, Katayama, Dubois, & DeVaney, 1998) were investigated. In 2 40-min periods separated by 2 days, 117 undergraduates studied a chapter-length text along with a set of complete, partial, or skeletal graphic organizers or outlines. Two days later, the students reviewed their materials for 10 min and then completed factual and application tests. On the factual test, there was no effect for either study notes or amount of information. However, on the application test, graphic organizers were better than outlines and partial notes were better than complete notes. Having students take notes using partial graphic organizers may be preferable to giving them complete notes because of encoding benefits.WHEN COLLEGE STUDENTS are required to read and study chapters of text, many take notes so they may review those notes at a later time. Furthermore, the information becomes more meaningful when students actively involve themselves in taking notes (as opposed to not taking notes) than when the notes are provided to them by, for example, their instructor. Note-taking serves two important functions: encoding and external storage (DiVesta & Gray, 1972;Hartley, 1983;Kiewra, 1989). The encoding function posits that the activity of taking notes leads to better test performance than not taking notes. The external storage function posits that reviewing notes is better than not reviewing notes. For students to take full advantage of both functions, they must both take notes and review them. That seems simple enough, so what is the problem? The problem is that generally, students are poor note-takers, recording less than half of the criti-

Light is universally understood as essential to the human condition. Yet light quality varies substantially in nature and in controlled environments leading to questions of which artificial light characteristics facilitate maximum learning. Recent research has examined lighting variables of color temperature, and illumination for affecting sleep, mood, focus, motivation, concentration, and work and school performance. This has resulted in artificial light systems intended to support human beings in their actualization through dynamic lighting technology allowing for different lighting conditions per task. A total of 84 third graders were exposed to either focus (6000K-100fc average maintained) or normal lighting. Focus lighting led to a higher percentage increase in oral reading fluency performance (36%) than did control lighting (17%). No lighting effects were found for motivation or concentration, possibly attributable to the younger age level of respondents as compared with European studies. These findings illuminate the need for further research on artificial light and learning.

The majority of studies included adults (age 18 and older) as participants, administered brief (less than 1 day) interventions, assessed intervention effects immediately following the intervention, and did not report treatment integrity. Most studies included multiple outcome measures and exhibited an increase in effect-size reporting from 4% in 1995 to 61% in 2004. The percentage of total articles based on randomized experiments decreased over the 21-year period in both the educational psychology journals (from 40% in 1983 to 34% in 1995 to 26% in 2004) and AERJ (from 33% to 17% to 4%). Limitations of the study and future research issues are discussed.