An ongoing, structured, low-intensity exercise program designed to foster physical, social and cognitive functioning was evaluated in 128 seniors ranging in age from 55 to 101 years. The sample included individuals residing in the general community, seniors' apartment complexes and institutional care facilities. Participation in other exercises was found to increase since joining the program. The program appeared to be providing an opportunity for social interaction among participants, and the exercises appeared to be mentally stimulating. Implications for program modifications, including building in self-monitoring procedures, are discussed.

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In 3 separate replications, 68 5th- and 6th-grade students were taught music fundamentals by 1 of 4 versions of an autoinstructional program. Effects of sequencing teaching items logically vs. randomly were compared under 2 covert response conditions: specific––reading and thinking-up responses to fill-in blanks (no confirmation given in this condition)––vs. nonspecific––reading only (no blanks––specified response information filled in before administration). In accord with existing theory it was hypothesized that greater learning gains should obtain with logical sequence and specific responding, and that logical sequence and nonspecific responding (reading only) should take less time. The nonspecific response mode was found to be superior to the specific response mode in both gain (p <.05) and time (p <.01). The sequencing variable showed a powerful interaction with response mode––the random nonspecific version being the most successful treatment, while the random specific version was least successful (p <.01).

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