High verbal subjects were much faster than low verbal subjects in making taxonomic category identity matches and homophone identity matches. High verbals were also faster in making physical identity matches. Males did not differ from females in the time required for any matching tasks; however, they made slightly more errors. (Author/MV)

Using recognition tests with new and old exemplars (multiple-component characters) and prototypes (common components), the traditional language learning technique of paired-associate training with exemplars of Chinese characters and specific English translations led to the poorest performance of the three methods tested. Learning either exemplars…

The level of difficulty of reading instruction materials was examined along with the relationship between the material difficulty-student ability level difference scores and classroom adjustment. Students tended not to receive instruction in material at a level of difficulty equal to their tested ability. Classroom behavior improved as the…

Children were given the opportunity to donate money to a charity under conditions varying the recipient characteristics (crippled child vs. crippled adult) and the situation in which the child acquired his resources (earned vs. windfall). Findings showed greater generosity toward children than adults and increased generosity with age. Girls…

This study confirms the hypothesis that poor children's difficulties with sounds stem not from deficiencies in auditory discrimination but from inadequate skill in phonemic analysis. Almost all of disadvantaged and middle-class kindergarten-age children could readily hear phoneme differences in words. Almost all of the disadvantaged children, but…

Subjects received either specific or general objectives before or after the four sections of the audiotaped lecture. A control group received no objectives. Results on the use of objectives with written text showed that the before position increased intentional learning more than the after position. Incidental learning was significantly higher…

In three experiments on the effects of word imagery, length, and frequency on reading difficulty, high-frequency words were found to be easier to read for both good and poor readers. High-imagery words were easier to read for poor readers only. Word length had little effect on reading difficulty for either group. (Author/MV)

When correlations between actual university classroom cheating behavior (multiple-choice answer copying) and pretest estimates of success, confidence, and test importance were studied answer copying correlated positively with estimates of success. Confidence in these estimates of success also correlated positively with answer copying, while…

Intact classes of university students viewed either a serious lecture or one of three versions of a humorous lecture. A test of comprehension and retention was given twice: immediately after the lecture and six weeks later. Results indicated that immediate comprehension was not facilitated by the use of humorous examples. (Author/MV)

Six hundred boys divided by age (6-8), race (black and white) and social class (middle and lower) were given tests for memory, intelligence, learning, and transfer. Findings indicated social class differences on learning and intelligence tests, with racial differences on intelligence, digit span, and paired-associate learning. (Author/MV)

Assessment is made of the effectiveness of teachers' ratings and of a battery of cognitive and psychometric tasks in predicting achievement in reading and arithmetic in grades 1, 2, and 3. (Author/BW)

A 2-year sequence in creative problem solving for college students had no significant effect on memory or evaluation operations, but significantly improved divergent production, convergent production, and cognition. The data support a multidimensional analysis of creativity, involving idea finding, knowing, judging, and implementing ideas.…

Using a simple structure factor analysis of test data of 144 fourth grade children in Norway, second order factors interpreted to represent Broad Visualization, Speediness, Fluid, and Crystallized intelligence intercorrelated substantially, the correlation between Fluid and Crystallized intelligence being the highest. (Author/BW)

The effects of requiring an overt or covert response to objectives when grouped before or interspersed throughout a text were investigated for intentional and incidental learning. In addition, two densities of specific and general objectives were investigated. (Author/BW)

Introductory physics students were taught the skill of acquiring the abilities to apply quantitative relations in problem solving, from a text description of those relations. This enhanced the students' capacities for acquiring this ability from a subsequently presented text description of new relations. (BW)