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Contained in this document are four selected articles from the Russian language periodical "Ekonomika i Organizatsiya Promyshlennogo Proizvodstva." The selections are: "The New Science of Information" by S.L. Sobolev, "On Ways to Develop Organizational Structures in Information Science" by V.D. Grober, "Information Production and Physical Production" by L.M. Samkov, and "Principles of Organizing Scientific - Technical Information" by V.M. Chistyakov. (SJ)

In the modern concept a robot is a complex automatic cybernetics system capable of executing various operations in the sphere of human activity and in various respects combining the imitative capacity of the physical and mental activity of man. They are a class of automatic information systems intended for search, collection, processing, and transmitting useful information from various spaces difficult for a man to have direct contact with. This document covers the following topics: Types of robots, Characteristic features of the measuring systems of information robots, Structural diagrams of the robots, Bioelectric control of manipulation systems, and Special types of manipulation systems. (Author/SJ)

By presenting a comprehensive non-technical review of how computers operate, how extensively and effectively they are used, and what they cost, this book provides the lay person substantial information concerning computers in higher education. The major trends in computer development, past and future; the role of the computer in the administrative, research, and instruction areas of higher education; and the principal methods of providing computer service are discussed. The instructional aspect is reviewed in greater detail, dividing the analysis into three areas: the quantitative spread of computers in the nation's campuses; the technological range of machines and programs; and the state of the art in computer-assisted instruction. Future prospects for computers are examined, particularly cost-effectiveness analyses of not only economics and technology but also of institutions and attitudes. (MC)

A basic assumption is that the level of conflict within and between nations will escalate over the next 50 years. Trying to "muddle through" using the tools and techniques of organized violence may yield national suicide. Therefore, complex conflict resolution skills need to be developed and used by some part of society to quell disorder before it gets out of hand. Only in the military establishment is there enough system stability to build a corps of specialists in conflict resolution. Programs to develop specialists of this kind might enhance a lagging enthusiasm for the military career. Emphasis on peaceful conflict resolution skills within the military may transform the organization and typical personalities and leave the feared authoritarian out. (Author)

This book contends that we create the world we perceive because we select and edit reality to conform to our beliefs; that our cultural mind has come to a point where the dissonance between reality and false beliefs is so great that it is impossible to avoid the awareness that the world no longer makes sense; and that only once this awareness takes place is it possible for the mind to consider radically different ideas and perceptions. This theme is developed throughout the collection of articles and essays which comprise this book, particularly with reference to the environment and ecology. It is organized into parts which include general discussions, form and pathology in anthropology, form and pathology in relationship, biology and evolution, epistemology and ecology, and crisis in the ecology of mind. (Author/RH)

This annotated bibliography lists approximately 100 books, reports, Rand memoranda, and papers, written between 1961 and 1971, in the fields of linguistic theory, language research, computational linguistics, and formal linguistics. Many documents involve the use of computers in problems of language analysis; many concern the analysis of Russian. Several works on machine translation are also listed. (VM)

In this collection of papers Harold G. Cassidy outlines the conceptual framework for the conference which is based on a systems approach to development of practical action programs in education. A basic model is presented as a basis for shifting from the post-crisis to the pre-crisis approach to curriculum development and educational administration. Jere W. Clark's paper, "Eco-Cybernetics - The Nucleus of Unified Knowledge and Curriculum Patterns for the Space Age," emphasizes simplicity in organization and operation and suggests eco-cybernetics as the nucleus for a common approach to the basic elements of knowledge. Notes from the conference dialogue groups are included together with references to other published sources of information on the conference discussions and a commentary on the conference is made by George L. Fersh. (SHM)

The essays in this volume deal with the relationship of the computer and the arts, especially the exploration and demonstration of connections between creativity and technology, the links between scientific or mathematical approaches, intuitions, and the more irrational and oblique urges associated with the making of music, art, and poetry. The essays, which range from Jonathan Swift's description of a "word machine" for giving the world "a complete body of all arts and sciences" to a "computerized Haiku," are composed of fiction, speculation, science fiction, aesthetic theories, sociological deductions, reports of experiments made with cybernetic environments, reports on computer-composed music, computer-generated art and texts, as well as explanations of how computers work and their role in our society. (Author/JY)

Designed for undergraduate social science students, this textbook concentrates on using the computer in a straightforward way to manipulate numbers and variables in order to solve problems. The text is problem oriented and assumes that the student has had little prior experience with either a computer or programing languages. An introduction to FORTRAN is presented early in the book. Chapter headings include: descriptive statistics; file processing; mathematics and computation; approximation; and simulation. In addition, BASIC is described in the appendix. (MC)

While sarcastically criticizing and exposing the contradictions in the American Dream, the author pursues a variety of contemporary topics of social and cultural interest. Today is already tomorrow, he concludes, and we had better be ready to face the new culture head-on. After the groundwork to that premise has been laid, the author questions a variety of experts in education soliciting their opinions on the question, "Can our children handle the curricula of the future?" Of course most everyone agrees that, "Yes, they can." That positive response leads into the final portion of the book, a teacher's guide to the classroom use of Alvin Toffler's book "Future Shock," complete with discussion topics and avant-garde projects. (MC)

This book, uniting the material from numerous lectures on communication theory, is designed to serve as the introduction to a series entitled "Studies in Communication," which will appear during the next few years. It is not intended for the expert in each of the many fields related to human communication, but, rather, it is designed for the general reader interested in the field. The book provides background information, historical data, definitions, concepts, and terms of reference in the area of human communication beginning with a discussion of the social aspects and the historical evolution of theory and of language analysis, including written and spoken language as well as meaning. The physical phenomena of signals, especially speech, are considered, as is the statistical and mathematical study of the information content of signals. The logic of communication is then discussed, including theories of syntactics, semantics, and pragmatics. A discussion of human information intake, cognition, and recognition ends the book. A list of references is included. (VM)

The result of an international survey, this catalog lists over 450 films dealing with computing methods and automation and is intended for those who wish to use audiovisual displays as a means of instruction of computer education. The catalog gives the film's title, running time, and producer and tells whether the film is color or black-and-white, 16 or 35 mm. A brief description of the film's contents is also provided. Titles are arranged according to subject classifications, and a subject index is also included. (SH)

Over 6,100 references are contained in this bibliography of computer literature published from 1946 to 1963. The full title and all of the authors of every article published in 9 journals, 21 books, and over 100 proceedings are included. No articles from other sources are included. The books selected are those that have chapters by individual authors, as such chapters are not normally indexed in most libraries. Articles are listed under the publication in which they appeared. The title of the publication, the publisher, year of publication, and the library of Congress classification and catalog card number are given. For proceedings, the location and date of the meeting is noted. A key-word-in-context index can be used to find an article if any part of its title is known or to find all articles whose titles include a particular word or phrase. An author index lists all authors of each article, but does not indicate whether an individual is the sole author of the article. For work published between 1964-67 see EM009122. (JY)

In this second volume of a two-volume bibliography of computer literature approximately 5,200 references from 1964 to 1967 are listed. The full title and the names of all the authors of articles published in 17 journals, 20 books, and 43 conference proceedings are given. In addition, references to all items that were reviewed in the Institute of Electrical and Electronics Engineers (IEEE) Transactions on Electronic Computers have been included. Publications are listed in alphabetical order by an assigned acronym. Within each acronym, the references are listed in year, issue number, and page number sequence. For each publication the bibliography gives the title, name of publisher, year of publication, Library of Congress classification and catalog card number, and, for proceedings, the location and date of the meeting. A key-word-in-context index provides a means of locating an item if any part of its title is known. An author index lists all authors of each item, but does not indicate whether an individual is its sole author. For volume one, which covers the period 1946-1963, see EM009121. (JY)

A series of essays discuss in a semi-technical way the philosophical, theoretical, and applied aspects of cybernetics and bionics. Of particular interest to educators is the author's discussion of the implications of cybernetics for pedagogical methodology. He predicts that education in the future will concentrate on a teaching systems approach, data retrieval, and problem solving, rather than insisting on the memorization of large bodies of knowledge. Cybernetics will aid education in many ways, he says, such as in automating the retrieval and storage of data, in determining the optimum volume and content of educational need for society, production, science, and the national interest, and in planning and locating the number and types of schools. He cites the usefulness of applying the essentials of automatic control systems to education in order to discover the general laws which will optimize the process of education. Other essays deal with the cybernetic aspects of such fields as space medicine, history, eugenics, politics, health care, marine science, entomology, and behavior analysis. A glossary is provided. (JY)

A basic unsolved problem in science is that of understanding learning, the process by which people and machines use their experience in a situation to guide future action in similar situations. The ideas of Piaget, Pavlov, Hull, and other learning theorists, as well as previous heuristic programing models of human intelligence, stimulated this attempt to achieve artificial intelligence by building an "artificial infant" which would "grow up" in much the same way as a human child. A computer program called INSIM1 is described which models simple forms of learning analogous to the learning of a human infant during the first few weeks of his life, such as learning to suck his thumb and learning to perform elementary hand-eye coordination. The program operates by discovering cause-effect relationships and arranging them in a goal tree. For example, if A causes B, and the program wants B, it will set up A as a subgoal, and then work backward along the chain of causation until it arrives at a subgoal which can be reached directly. The core of the learning program is an "experience driven compiler" in which causality is detected by statistical correlation. This work is discussed as it relates to fundamental scientific issues, to other research on learning, and other research on artificial intelligence. Some proposals for future development are discussed at length. (JY)

A collection of informative articles which promote the ideal of free access to television technology appears in this tabloid format periodical. Of particular note is a proposed videotape distribution and exchange system, in which the periodical would serve as a clearinghouse for the exchange of non-commercial videotapes. Other articles concern such topics as media ecology, the Watts Communications Bureau and Training Center, the PLATO IV computer-assisted instructional system, videotape hardware standards, videotape cassettes, dial access information retrieval systems, lasers, and cybernetic guerilla warfare. A state-of-the-art report compares the various brands of portable videotape equipment. The names, addresses, and current projects of those involved in innovative television projects are compiled into a loosely-organized directory. (JY)

In his book "The Structure of Scientific Revolutions," T.S. Kuhn suggests that incipient paradigm changes in science may be detected by examining certain shifts in emphasis in the literature of a particular field. If we grant his premise, the same possibility may be true in education. An examination of recent literature shows a shift toward a "systems approach" to conceptualizing the field of education. Although "systems approach" has led to the development of a model of learning theory, this model does not seem to be directly applicable to instruction. A more viable model may be totally new fornulation drawn not only from learning theory, but also from information theory, cybernetic systems, and bionics. These systems do not view audiovisual aids as supplementary to the instruction of classroom teachers, but see them as the means of instruction themselves, mediating the learning process directly. This view has obvious implications for classroom teachers, educational media specialists, and curriculum planners. Operations research and continued technological progress will very likely clarify this new paradigm. Those committed to the present paradigm will most likely be the last to recognize the change to a new one. (JY)

A digital simulation of a model for the processing of visual images is derived from known aspects of the human visual system. The fundamental principle of computation suggested by a biological model is a transformation that distributes information contained in an input stimulus everywhere in a transform domain. Each sensory input contributes under the transformation to every output, and every transformed output contains unique information derived from every sensory input. Perception is accomplished by paying attention to analytically predictable regions of the transform domain. The model thus far is capable of accurately classifying hand-printed alphanumeric characters, hand-drawn geometric shapes, typewritten Russian characters of varying quality, and small, frequently occuring words. A capability has thus been demonstrated for perceptual generalization tasks, noncontextual association tasks, and the reinforcement of classification decisions. One application of this which is still in the formulative stages would be the processing of complex aerial reconnaissance images. (Author/JY)

Various Soviet conceptions of technology and their influence on the automation of instruction in the Soviet Union are examined, and the history of the development of Soviet programed instruction is sketched. Key principles and techniques from Soviet psychology, pedagogy, computer technology, and cybernetics are explained in terms of their application to programed instruction. Electronic devices which are used in Soviet classrooms, ranging from small teaching machines to digital computers, are described. Case studies illustrate concretely the ways in which the Soviets apply electronic devices and programed material in various educational settings. Finally, some recommendations are made concerning those phases of the development and use of Soviet programed instruction which could merit further investigation by American scholars and educators. The author collected much of the information for this study from first-hand observation and from materials gathered in the Soviet Union. An extensive bibliography of both Russian and English language sources and a directory of Soviet personnel are provided. (JY)

The following papers in English from this international conference may be of particular interest to those in the field of education. T. Nakahara, A. Tsukamota, and M. Matsumoto describe a computer-aided design technique for an economical urban cable television system. W. D. Wasson and R. K. Chitkara outline a recognition scheme based on analysis of the contour characteristics of visual patterns. S. H. Durrani discusses the possible communications and systems requirements for commercial satellite systems during the next 15 years. A brief description of the satellites and experiments proposed by the Application Technology Satellite program is presented by H. L. Gerwin. In R. E. Greenquist's paper, the proposed Western Union multipurpose domestic satellite system is discussed. Computer-aided design of computer networks via computer graphics is explained by J. D. Foley and K. Lau. G. P. Lewett deals with "systems science," the systems approach, and situation analysis. R. B. Wadsworth outlines the application of systems engineering to education. J. C. Castle describes communication system design in multiple access computer networks. The German contribution to aesthetic computer graphics and the corresponding rational theory of art are interpreted by H. W. Franke. J. R. Pierce describes his 20 years of experience with computers and music. Others of the 231 papers are in Spanish. (JY)

In the first of four sections of this publication, James H. Stone reviews recent writings on the humanities, citing 299 books, essays, and articles. In the second section, Maxwell H. Goldberg provides definitions of several of the central terms related to technological change and human values (e.g., "science,""technology,""cybernetics,""cybernation," and "human values") and discusses the present and future impact of technological change on society. In the third section, an assortment of opinions collected, by Alan J. Trachtenberg and others, as a sampling of contemporary responses to a changing world are presented. Major topics of opinions are "technology as threat or promise,""the pattern of the working day,""the shape of the community," and "the nature of the good life." Concluding the volume is a bibliography of over 90 pages on technological change, human values, and the humanities. General divisions under which items are grouped are "Background and Context,""Impacts and Implications," and "Further Resources." (LH)

A minimal class of cybernetic models needed in making the transition from a description of control systems to a description of social systems is discussed. Several applications are considered in connection with studies of learning and creativity in individuals and small groups. Possible extrapolations of these to social systems are suggested. Bases for the need of an elaborate structure are given. A class of models is proposed that consists of a pair of logically distinct and differently identified components. One component represents a hierarchically organized set of linguistic constraints on discourse, and the other represents a hierarchic structure of mechanisms. A concept such as homeostasis can be applied to it that enables analogies to be made between elements in one component and subsets of elements in the other component. Thus, discourse can affect the development of a mechanism, and the mechanism can affect discourse. A composite model of this kind appears suited to developmental systems of psychology. (Author)

Since natural language may be assumed to have an underlying conceptual structure, it is desirable to have the machine structure its own experience, both linguistic and nonlinguistic, in a manner concomitant with the human method for doing so. This paper presents some attempts at organizing the machine's information conceptually. The different systems discussed include Deese's Categorical Dictionary, Salton's SMART, Wood's Question-Answering System, Quillian's Semantic Memory, the DEACON System, and Schank's Conceptual Dependency. The attempts are discussed and coordinated into a framework for what may be a practicable system. (Author/BB)

An issue of "Soviet Cybernetics: Recent News Items" consists of English translations of the leading recent Soviet contributions to the study of cybernetics. Articles deal with cybernetics in the 21st Century; the Soviet State Committee on Science and Technology; economic reforms in Rudnev's ministry; an interview with Rudnev; Dnepr-2; Dnepr-2 control computer complex; Penza computer factory; programed teaching; machine operating efficiency; third-generation work at Minsk factory; management science coordination; and the need for small computers, among others. (BB)

Computer assisted instruction (CAI) can achieve its potential as a tool for individualizing instruction only if the flexible logic and memory capabilities of computers are utilized. An instructional program must be written in such a way that it can handle at least three variables: (a) who is being taught; (b) what is critical; and (c) how the teaching is to be done. The program must also be capable of choosing the most effective mode of instruction in a given instance: problem solving, drill and practice, inquiry, simulation and gaming, or tutorial instruction. Student response data constitute an additional variable. An idiographic model may be a useful approach to considering both the prescriptive and descriptive aspects of programed instruction. Useful techniques for achieving individualization and student participation may be seen in studies involving the use of CAILAN (CAI language) and symbolic logic as the teaching material. A bibliography supplements the text. (JY)

A review of the possibilities and challenges of computer-assisted instruction (CAI), and a brief history of CAI projects at Stanford serve to give the reader the context of the particular program described and analyzed in this book. The 1965-66 arithmetic drill-and-practice program is described, summarizing the curriculum and project operation. An edited version of the daily log of the project operation documents the types of problems encountered in the first application of a new technology in an operational setting. The results of surveys of students, parents, and teachers at the school made after the drill program had been in operation several months are presented and discussed. Previous research on methods of arithmetic teaching is reviewed; the implications of this research for the design and content of the drill program are described. The report presents some models for student performance in considerable detail. A controlled experiment conducted within the drill program is reported. The hardware, programing logic, and programing language developed to handle the program are described and analyzed. Appendixes provide a report on the previous year's program in CAI mathematics and several examples of the set of drills used by students at various grade levels. (JY)

It has been claimed that in the near future computers and their accompanying new technology will solve the outstanding problems of education. The authors believe that the problems of implementation, costs, and reliability may slow if not prevent the rapid assimilation of the new educational technology into the average school system. They also question the ability of teachers to deal with the sophisticated engineering aspects of computers. A language laboratory currently operating in the Watertown, Massachusetts Public Schools and the Stanford-Brentwood Computer Assisted Instruction Project are criticized as examples of the failure of modern technology to achieve its stated goals. Six authorities in the field of computer assisted instruction each wrote a critique of the authors' discussion, taking issue with a variety of points--the sources of quotations, definitions, and assumptions made concerning the attitudes of educators toward technology. The authors conclude the discussion with a brief rebuttal to these criticisms. (JY)

This report summarizes theoretical, applied, and experimental studies in the areas of computational principles in complex intelligent systems, cybernetics, multivalued logic, and the mechanization of cognitive processes. This work is summarized under the following topic headings: properties of complex dynamic systems; computers and the language problem; a conceptual framework for the study of linguistics; axiomatics of self-reproduction; an automatic stochastic predictor and related processes; automata theory; a method for analyzing complex systems; cascaded computational networks; mathematical modeling of interactions in neurons and nets; an organism with a multilevel goal structure and heterarchic competitive control of its overt behavior; search and evaluation of significant event sequences in automated speech analysis; microscopic physics of information transducers; a visual image processor; tectal organization of ambystoma tigrinum; a display technique for neurophysiological data; speech analysis using series expansions; an approach to the elimination of free response distortion of an electrical network; adaptive sampling of speech; speech synthesis; and endocrine modeling. (Author)

Each group in our population will be affected by automation and other forms of technological advancement. This book seeks to identify the needs of these various groups, and to present ways in which educators can best meet them. The author corrects certain prevalent misconceptions concerning manpower utilization and automation. Based on the information now available, he predicts future opportunities in various job classifications. On the basis of surveys made of members of several labor unions, the author suggests insights into the socio-psychological aspects of technological innovation. He reports on his own efforts to develop a course in automation. Government and labor activities in the field of training and education are reviewed. Certain aspects of automation are especially relevant to the field of education. These aspects, along with some broader issues which affect the nation as a whole, are discussed. A bibliography is provided. (JY)

A set of 31 articles has been organized to provide a basis for understanding instructional technology--the use of instructional methods as they are integrated into the total program system. Several major areas are examined: the social and cultural implications of technology; the characteristics of readily available audiovisual media and their associated materials; instructional systems concept; the theory of information storage and retrieval and techniques related to instructional technology; the influence of school plant design on the use of media; the effect of media and materials on the economics of instruction, and learning and communication theory as related to the use of media. Some of the more specifically discussed ideas are: educational films, multimedia instruction, school libraries, central data banks, computers and programed instruction, systems analysis and cybernetics concepts, equipment reliability, policy and decision making in education, and the impact of rapid technological change on our expectations in education. Some of the readings provide a bibliography. A subject index to all readings is appended. (JY)

This book presents the cybernetic theory of learning and the evidence which supports it. Learning is more than the openloop forming of new stimulus-response associations--it is a process of reorganization of sensory feedback within a closed loop, or pattern, which increases the learner's level of control over his own behavior and the stimuli in his environment. Thus learning is space-organized rather than time-organized. After reviewing the evolutionary development of human learning and its differences from its animal counterpart, the book discusses the meaning of present experimental evidence on learning and shows how human learning is dependent on the design of the learning situation, especially the techniques and the instruments of education. Lastly the implications of the concept of feedback learning are discussed in terms of modern educational technology, especially audiovisual systems and teaching machines. A general overview of learning theories other than behavior cybernetics is included. (BB)

Presented in introductory sections of this document is a discussion of the implications of recent advances in knowledge and technology and of the population explosion: future society will have an increased emphasis on continuous learning as man's labor is replaced by machines and as the need for peaceful interaction grows. A teacher-scholar for 1988 is described as one who should possess the qualities of thought and action which encourage intelligent self-direction--a frame of reference, or educational philosophy; systematic ways of acquiring knowledge and of making decisions; and potential for creative responses to changing life situations. A unified plan for the development of self-direction and personal uniqueness of each teacher-scholar is proposed within the framework of an instructional team organization. The plan includes direct teaching experience combined with independent study, inquiry groups, professional action groups, seminars, and a close advisor-student relationship. A discussion (with diagrams) of the functions of the components of such a program is offered. Concluding sections emphasize the importance of using effectively the new instructional materials, of recognizing that evaluation is a continuous process, and of developing flexible programs in which the personal uniqueness of each teacher-scholar can be developed. (SM)