ABSTRACT
I am in essential agreement with Collins (Chapter 15, this volume) that Chapter 13 by Just and Carpenter is a fine piece of work on a very difficult problem. Therefore, having no major criticism to make, I address my comments to the broader question of the relevance of research such as theirs to other problem areas of psychology. I would like to describe some of my applied research experience in aphasia and art instruction in order to demonstrate how a consistent underlying theoretical orientation has lead us to applied instructional programs in two widely diverse areas.
