Fifty etiquette tips for monsters, gargoyles, aliens, and nephews. Illustrated with wry and whimsical drawings by Don Moyer.

In lilting rhymed text and colorful, lively pictures, three mischievous young monsters demonstrate good and bad manners in many situations, including playing, eating, reading, bathing, and cleaning house.

Related to the earlier well-known ACT production system theory, this book's basic goal is to present evidence for the psychological reality of a production system model of mind. Distinguished from the original theory in three ways, this volume uses the rational analyses of Anderson (1990) to improve upon that theory and extend its scope. It also relates the theory to a great deal of new data on the performance and acquisition of cognitive skills. The new theory -- ACT-R -- involves a neurally plausible implementation of a production system architecture. Rational analysis is used to structure and parameterize the system to yield optimal information processing. The theory is applicable to a wide variety of research disciplines, including memory, problem solving, and skill acquisition. Using intelligent tutors, much of the data is concerned with the acquisition of cognitive skills. The book provides analyses of data sets describing the extended course of the acquisition of mathematical and computer programming skills.

For use in schools and libraries only. Distressed over their daughter's lack of bad manners, Mother and Father Monster insist that she misbehave.

Peter is a rude boy. When his family starts acting like him, Peter realizes how important manners are.

A young monster who takes her sister's tablet computer without asking gets a lesson in online etiquette and appropriate use of electronics.

First Published in 1985, Currently, two streams of endeavor offer promise for improving school effectiveness in developing students’ higher cognitive capacities. One of these is represented by the increased interest of school districts, colleges, and universities in identifying ways to help their students build the cognitive skills that enable them to learn and think effectively. What can be done, they ask, beyond teaching the fundamentals of reading, writing, arithmetic, and subject-matter knowledge, to enable students to use their skills and knowledge for effective problem solving, reasoning, and comprehension? The second stream is apparent in recent scientific advances in the study of intelligence, human development, problem solving, the structure of acquired knowledge, and the skills of learning. This is volume two of a collection of conference papers based on this topic.