Interviews a sample of 8- to 10-year-old children and asks them to say which classmates bully other pupils and who they selected as victims. Shows that boys tend to bully other boys more than girls and that girls do not tend to differentiate their victims by gender. (DSK)

Investigates the learning styles of English students identified as school refusers and compares their style distribution to that of students in regular attendance in mainstream English secondary schools. Indicates that, compared to those attending school regularly, the learning style of refusers was skewed toward the Wholist end of the…

Uses exploratory factor-analysis and confirmatory factor-analysis to identify and cross-validate the factorial structure underlying two group intelligence tests and two group-Piagetian tests. Establishes a high degree of overlap between Piagetian and psychometric intelligence tests, most likely because both types of test appear to measure…

Sex differences were found in relations between school attitudes, ability, and achievement. It is suggested that at each attitude level increases in cognitive ability are associated with increments in achievement, and at different ability levels increases in attitude scores are related to increments in achievement. (RC)

The study compared the effects of verbatim and paraphrased questions used during learning on performance on a later test of semantic encoding. (RC)

Results indicate that it is possible to increase the measured level of arithmetic skills among adult rural villagers who have low levels of this skill, using a method of nonformal education which involves a relatively short time and reasonable expense. (RC)

The major results partially confirm the hypothesis of a reciprocal relationship between the experience of learning to read and the cognitive-linguistic skills which undergo development between the ages of five and seven. (RC)

The results support the hypothesis that the oral review of prose material has a positive influence on retention as measured by cued-recall questions. (RC)

Highly active second-grade boys made fewer correct detections in a 48-minute vigilance task than did their normal peers. Detection efficiency was inversely related to interval length, and this effect was more pronounced for the highly active group. (RC)

Subjects read a passage and were questioned about the location or content of certain items in the passage. Performance was measured by monitoring response latencies and eye fixations. Apparently the locative information provides an index to the spatial distribution of sentences in the passage. (Author/RC)

The effects of verbal and pictorial organizing material on comprehension of paragraphs was investigated with second- and fifth-graders. Results suggest that knowledge of the interrelationships among elements is important, if not essential, for the comprehension of prose material. (Author/RC)

The effects of four objective treatments (none, before text, after text, and combined before and after text) and two types of experience (practical and experimental) were investigated for intentional and incidental learning. (Author/RC)

Four- and five-year-old children in traditional and Montessori nursery schools were observed for social interaction during free play. Results are discussed as they relate to child/adult ratio and differences across and within settings. (RC)

Two experiments investigated the amount and loci of multiple-choice examination answer copying as related to the spacing of students and the use of alternate test forms. (RC)

Informing a teacher prior to an observation had minimal effect on classroom verbal behavior. Teacher verbal classroom behavior was found to be more like the perceived ideal when an observer was present in the classroom. (Author/RC)