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The purpose of this study was to determine whether computer-assisted instruction (CAI) is as effective as the lecture method of instruction (LMI) for teaching sanitation to hospital foodservice employees. Two dependent variables--gain in sanitation knowledge and amount of time required to complete the training experience--and three independent variables--treatment, age, and level of education--were examined for each treatment group. Attitude toward sanitation training and CAI was appraised for the groups prior to training and for the CAI group after training. A sanitation knowledge instrument was administered as a pre- and post-test, and a Likert-type attitude assessment questionnaire was utilized to provide an indication of participants' attitude toward sanitation training and CAI. Findings indicated that significantly more training time (97 vs. 32 minutes) was required by the CAI group than by the LMI group. Participants younger than 25 attained significantly higher gain scores (X = 11 vs. X = 10) with CAI than with LMI. Gain scores for other age categories tended to be higher for individuals taught by CAI; however, they were not significantly different from the scores of those taught by LMI. CAI group members demonstrated an improved attitude toward CAI and sanitation training. It was concluded that the CAI and LMI methods were equally effective for teaching sanitation for most of the employees who participated in the study.

In cross-cultural research, Western children have shown better memory performance than non-Western children. Such research, however, is usually limited to tests emphasizing memory for isolated bits of information upon which organization must be imposed. Such tasks are highly unusual in everyday settings, in which most information to be remembered is contextually organized. The present study investigates reconstruction of an organized 3-dimensional miniature scene by 30 Mayan and 30 U.S. 9-year-olds. On standard memory tests, the Mayan children have shown poorer performance. With the organized scene, however, the Mayan children's performance has been as good as that of the U.S. children. The results suggest that, through everyday experience, children of any culture may be skilled in remembering information organized by a meaningful context, while variation in amount of experience with lists of items devoid of organization may lead to cultural differences in standard list-memory tests.