CSILE, which stands for Computer-Supported Intentional Learning Environments, is an educational knowledge media system. CSILE allows information in several media (text, drawings, graphs, timelines, etc.) to be entered into a common database where it is available to be retrieved, linked, commented on, rated, and so forth. The environments and operations of CSILE are designed of information. In this article eleven principles, based on recent cognitive research, are suggested for designing computer environments that support intentional learning. These principles include making knowledgeconstruction activities overt, maintaining attention to learning goals as opposed to other goals of an activity, providing process-relevant feedback, and giving students responsibility for contributing to each other's learning. Applications of these principles in CSILE are described, as well as observations from the first year of school try-out.

Ss learned serial lists composed of random orders of 24 letters of the English alphabet. The main independent variable was stimulus grouping, where the letters were presented either 1, 3, 4, 6, or 8 letters at a time. After reaching the criterion of 1 perfect recitation, Ss were required to recite the serial list backward. Time intervals between the letters during the criterion and backward recitations were analyzed to show the induced chunking produced by the stimulus grouping.

A computer system is proposed for conducting large-scale psychodiagnostic interviews. The discussion focuses on the rationale for the use of the computer as an interviewer, computer hardware and sof%wareptoblems ewountered, andonan operational computer program which approximates the ideal automated interview scheme.ome years ago, Boring (1946) posed the BLAISE PASCAL

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