Effects of desegregation on interethnic attitudes, interethnic contact, and self-esteem of fifth and sixth grade Blacks, Whites and Mexican Americans were investigated. All groups were found to be highly ethnocentric. White and Black students from segregated backgrounds had more negative attitudes toward out-group and in-group members after…

Children's metacognitive awareness of variables (such as person, task, goals, and strategy) that influence reading was assessed with an interview. Second graders were aware of some reading dimensions but were less sensitive to semantic structure than sixth graders. Relations among instruction, metacognitive development, and reading proficiency are…

Kindergarten children were administered a paired-associate learning task at the beginning and end of the school-year, under either regular (control) or self-generated visual imagery instructions. Age predicted performance in the imagery but not in the control condition. Results supported the developmental imagery hypothesis. (Author/RD)

In both cued and noncued conditions, young adult and middle aged females were presented with immediate and delayed free recall tasks using historical prose passages. Results indicated there were no significant age differences and that having lived through an era helped slightly recall of that era's events. (Author/RD)

Self-esteem of 350 seventh-grade students from open and traditional elementary schools was measured. The seven open and eight traditional classes represented significantly different treatment groups. No group differences in self-esteem were found, nor were effects found for socioeconomic status, IQ, or sibling position. Girls had higher…

Ability test scores were decomposed into district, class, and individual components. First-order factor analyses at the individual level showed the usual Primary Mental Abilities test pattern. Second-order analyses grouped the primary factors into one power and one speed factor. Decomposition of variances in multilevel educational research is…

Three experiments examined the relationship between reading skill and decoding. Children decoded and matched words and pseudowords of different syllable lengths presented in both aural and printed form. Prior verbal experience was manipulated. Decoding differences were not wholly attributable to prior experience with word units, as processes…

Vocalization latencies of young readers were a function of set size, number of syllables, and stimulus material. Differences between skilled and less skilled readers were absent for naming colors, digits, and pictures, but present for words; differences increased with number of syllables (and letters). Reading skill and decoding are discussed.…

This study evaluated the applicability of the averaging model of the information integration theory to attitude formation in a classroom situation and compared the results of an in-classroom and an in-laboratory application of equivalent stimuli (verbal vs printed). Results confirmed both the information integration theory and the averaging model.…

Effects of verbal and pictorial elaboration on long-term memory were assessed. Second-graders learned a list of nouns by the paired-associate method, and long-term retention was assessed after seven days. Results indicated that although elaboration facilitates initial acquisition, it neither helps nor hinders long-term retention. (Author/RD)

Two groups of teachers viewed a videotape depicting the social interaction of an eight-year-old boy. One group was told the boy's parents were divorced; the other group that his home was intact. Teachers rated the divorced child more negatively on happiness, emotional adjustment, and coping with stress. (Author/RD)

Undergraduates could earn a $10 bonus by performing above average on a free-recall task. Following a pretest, success messages were manipulated. During a subsequent test, subjects could cheat. Cheating was related to anticipated success in a curvilinear fashion with medium success yielding the most cheating. Cheating and expectations are…

Undergraduates in an economics course reported prior grade averages and their final exam predictions. Students rated the influence that ability, effort, task difficulty, and luck had on performance and completed an achievement motivation scale. Regression analyses provided support for the attribution model of achievement expectations. Sex…

College students responded to a questionnaire designed to measure students' satisfaction with their academic major programs. Hierarchical factor analyses producted four factors in both undergraduate and graduate samples: perception of value in program; satisfaction with instruction; satisfaction with faculty mentorship; and overall satisfaction…

The effect of protocol films of contrasting structure (presence or absence of formal interpretive framework) on the acquisition of teacher behavior concepts and reactions to the filmed treatment was investigated. Pre- and post-testing assessed gains in concept acquisition. Effects of manipulating structure on teacher attitudes and concept…