Eighty subjects read six passages from a mathematics text that were supplemented by three question types. The results showed that different inserted practice questions result in differences in what is learned. (Author/DEP)

The results show that the delay-retention effect occurs under conditions approximating those of real instruction and confirm the interference-perseveration interpretation of the phenomenon. (Author)

The combined use of rational sets of concept instances and of a concept definition is validated as a powerful controllable variable in instructional material that is designed to facilitate concept attainment. (Author)

Information is provided about the stability of affective responses assigned to teachers over consecutive years. (Author/DEP)

Investigates the effect of instructional strategy and relevant drawings on a task requiring the processing of verbal information rather than direct recall. (Author/DEP)

Investigates the behavioral correlates of academic achievement and assesses the predictive value of combinations of discrete behaviors at the beginning and end of the school year. (Author/DEP)

Superior lexical awareness among readers is attributed to their experience with the printed correlates of spoken language. (Author)

Results indicate that simultaneous and successive processing and the speed of processing are viable individual difference variables. (Author)

Subjects who are exposed to a new language a constituent at a time respond better in a simple task with the new language than subjects who are exposed to the language a word at a time or a sentence at a time. (Author)

It is concluded that conditional reasoning performance is not influenced by subjects' familarity content in the premises. (Author)