Results support the general conclusion that the disposition to respond in either a reflective or impulsive fashion influences the problem-solving efficiency and strategy behavior of elementary school children. The relative impact of cognitive style on problem solving varied with developmental level and the type of problem solved. (Author/BJG)

The strategy variables investigated were: 1) sequence, a presentation of instances according to a defined relationship of the stimuli--organized versus random; and 2) analytical explanation, a verbal statement presented with each instance which analyzed the presence or absence of the critical attributes. Concept learning implications were…

Considered were the effects of learning a concept chain inductively or deductively and the effects of presenting the individual concepts of the chain by discovery or utilization, upon a transfer task which required information recall but not discovery skills. (Author/BJG)

The average of student evaluations for each section of a computer programming course correlated positively with the average of student performance on a standardized final examination. A multisection method, with randomized assignment of instructors to conditions, was used and an unconfounded comparison between feedback and nonfeedback conditions…

Primary children in the individualized multiage programs (IMP) had lower state and trait anxiety than those in traditional learning environments (TRAD), as measured by the State Trait Anxiety Inventory for Children. The IMP-TRAD instructional programs and trait anxiety had different effects on performance at the first and second grade levels.…

Results indicate that the SAT-V and SAT-M scores have sufficient validity for use in predicting how well the typical students would do during the course of their academic career and also in predicting students' relative level of achievement if they persist until graduation, especially if measured by achievement tests. (Author/BJG)

Design strategies directly related to the development of instructional materials for rule learning were investigated. Findings indicated: 1) the degree of divergence between instances showed that contrasting, not matching, features resulted in better performance; and 2) two contextually similar rules learned simultaneously, not successfully,…

Examination was made of subject-generated as compared to experimenter-provided underlining of sentences that were least or most important to the overall structure of the passage presented. Additionally, some readers were instructed to underline any one sentence per paragraph, while others were asked simply to read the passage. (Author/BJG)

Results indicate that teacher ratings of students had differential meaning according to the grade level obtained. Possible explanations were: teachers attend to different trait configurations of students depending on the degree of evolution of the teacher-student relationship or findings are a function of developmental factors in the students.…

Although the Classroom Observation Scales (COS), which measures general process variables stressed in previous classroom research, showed good stability across years and across contexts within years, they did not show the numbers and kinds of relationships with student learning gains expected on the basis of previous research. (Author/BJG)

From Jensen's two-level theory of mental abilities it was predicted that forward digit span (FDS) should correlate less with IQ than backward digit span (BDS), and age and race should interact with FDS-BDS, with FDS-BDS difference decreasing as a function of age and a greater white-black difference in BDS than in FDS. (Author/BJG)

Data were reanalyzed from previous studies to attain ratio scores between right/wrong answers on test one or test two. Feedback was either immediate or delayed between test one and test two. The interference-perseveration theory was found superior to the verbal rehearsal theory in explaining the delayed retention effect. (Author/BJG)

The benefit of note taking appeared to be derived from having an opportunity to subsequently review notes, and not from the act of note taking itself. Encoding differences as a function of note taking were minimal, while the external storage function assumed primary importance. (Author/BJG)

The booklet-administered tasks involved conjunctive and disjunctive attribute identifications over the typical concept attainment domain (geometric) and a domain using medical symptoms. Generalizing results of concept attainment studies across domains is supported, if the modes of presentation are the same. (Author/BJG)

Objective rules of sequencing were applied to elementary level instructional material to determine their effect on time, errors made during instruction, and posttest errors. Results are discussed in terms of the application of the rules to various types of instructional material. (Author/BJG)