Examines the effects of three levels of personal intrinsic and extrinsic motivational dispositions on grade point average in college freshmen courses rated as the student's most and least challenging. (Author/DEP)

Examines the retention of a lecture by college students. Emphasis is on note taking procedures, information density and speech rate. Retention was measured 48 hours after lecture and was found to be superior when note taking was separated from listening and speech was at normal rate. (Author/DEP)

Examines the effect of scattering in the instructional text various information elements for a given learning goal and if the retention of that goal relevant element is affected by the presence of elements that cannot be found in the text. (Author/DEP)

The cognitive judgment process underlying the rating of a teacher's behavior was explored in three experiments. Ratings were hypothesized to compare the teacher's behavior against the students' frame of references and opinions toward the teacher. (Author/DEP)

Test results show that children who are skilled comprehenders are more rapid at oral word decoding than are less skilled comprehenders. (Author/DEP)

Tests the relations between the concepts of time and space and mechanisms of structural elaboration in young children's cognitive development. (Author/DEP)

In two experiments, judges evaluated fictitious protocols that varied in the number and uniqueness of the answers. Criteria for judgments were creativity, intelligence and gender. (Author/DEP)

This study shows that children can quickly learn and retain many new undefined vocabulary words when the words are introduced in meaningful, familiar sentences and stories. (Author/DEP)

Explores the differences among the traditional single-equation prediction model of test bias, the Cleary and the Thorndike model in a situation involving typical educational variables with young female and male children. (Author/DEP)

Investigates the problem solving processes of creative and noncreative students by analyzing their verbalizations while engaged in three problem solving tasks. (Author/DEP)

Two hypotheses were tested: (1) prediction that open space environments promote persistence on difficult tasks and (2) prediction that persistence and achievement are more positively correlated in open space than in conventional classes. (Author/DEP)

The effect of preference for content of printed material and preference for study methods on comprehension was evaluated using 8th, 9th and 10th grade students. (Author/DEP)

Reports an experimental effort to determine the validity of the proposition in deviance theory which holds that to label a person is to produce a change in the expectancies one holds for his performance. (Author/DEP)

Suggests that two settings may create different norms and standards which cause teachers to perceive and react differently to objectively similar child behaviors. (Author/DEP)

Studies the concept of the communication of positive expectancies in the classroom by examining the effects of different sources of expectancy on reading performance for compensatory program pupils. (Author/DEP)