The first of five articles in this journal reports on a project aimed at studying the influence of the way in which problems of arithmetic are worded. Some variables in the wording were found to affect the performance of children, and terms were isolated which increased the percentage of failure. The second article describes a technique for structuring a learning program. The fundamental aim of the technique was to address the problem of organization of the elements of learning in a systematic and effective way. A factor analysis of the California Psychological Inventory on high school females and comparison with studies of high school males is presented in the third article. The fourth article discusses the role of internalized language in the mediation of temporally based concepts in normal, deaf, and blind children. The final article offers results of an investigation of whether blind individuals using an adapted reading method can significantly increase their rates of reading braille materials without loss of comprehension. Included in this issue are reports on current educational research and writing, and activities in member nations. (JD)