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The use of visual analog scales (VAS) in survey research has been relatively rare, in part because of operational difficulties. However web surveys permit the use of continuous input devices such as slider bars, making VAS more feasible. The authors conducted an experiment to explore the utility of a VAS in a web survey, comparing it to radio button input and numeric entry in a text box on a series of bipolar questions eliciting views on genetic versus environmental causes of various behaviors. The experiment included a variety of additional comparisons including the presence or absence of numeric feedback in theVAS, the use of a midpoint or no midpoint for the other two versions, and numbered versus unnumbered radio button scales. The response distributions for theVAS did not differ from those using the other scale types, and theVAS had higher rates of missing data and longer completion times.

An analysis of student learning with the LISP tutor indicates that while LISP is complex, learning it is simple. The key to factoring out the complexity of LISP is to monitor the learning of the 500 productions in the LISP tutor which describe the programming skill. The learning of these productions follows the power‐law learning curve typical of skill acquisition. There is transfer from other programming experience to the extent that this programming experience involves the same productions. Subjects appear to differ only on the general dimensions of how well they acquire the productions and how well they retain the productions. Instructional manipulations such as remediation, content of feedback, and timing of feedback are effective to the extent they give students more practice programming, and explain to students why correct solutions work.