The present study was an attempt to investigate the specific form of the relationship of persistence to academic performance, with a consideration of the information-processing value of persistence. (Author)

The studies described here were executed to explore and verify the conjecture that teachers' expectations are likely to be systematically associated with implicit stereotyped perceptions of names, and these stereotypical expectations may in turn be reflected in teachers' subjective evaluation of student products and performance. (Author/RK)

The present experiment was performed in order to investigate learning efficiency within four different ethnic groups: black, white, Chinese-American, and Spanish-American. In all groups, sampling was confined to children from low-socioeconomic-status communities. (Author)

The first purpose of this research was to study the effect of distraction on achievement and to clarify some discrepancies in research findings on the effect of response mode. (Author/RK)

The present research effort was directed toward exploration of the formulation of teachers' biases. (Author)

The present experiments were designed to assess retroaction and proaction effects where more than one interpolated (RI) or prior (PI) passage is learned and to determine if results are the same for eighth-grade science material as for biographies similar to those used by Crouse. (Author/RK)

The present studies explored the effects of several variables upon subjects' ability to combine and organize information from different sentences as well as their ability to retain that information. (Author/RK)

The purpose of this study was to compare three technologies: the item forms technology (domain-referenced testing) of Hively et al. (1968), the hierarchical or stratified item forms technology of Ferguson (1969), and the algorithmic technology of Scandura (1971, 1973). (Author/RK)

The present study attempted to replicate the finding (Frase, 1973) that different organizations of a passage produce different levels of recall and also to determine if relevant learning might be less subject to these organizational effects than incidential learning. (Author)

Two experiments were performed to examine the process of attributional thinking in Black and White children who differed in social class. Blacks did not display a less adaptive attributional pattern than did whites following actual performance on exams, and no differences existed in children's understanding of the meaning of causes. (Author/LMO)

Students' initiating behaviors, teachers' verbal feedback, and students' available response opportunities were studied in 63 classrooms in relation to student race, sex, and grade level, using a modified Brophy-Good Observation System. Results indicated that male students initiate more positive and negative interactions with teachers than do…

Children in grades three and four were presented a referential communication task--generating a clue for an imaginary listener that would allow the listener to know which of two similar words was the referent. Performance in the complete instruction condition exceeded control performance for both easy and difficult materials. (Author/LMO)

Purposes of the study were to determine whether training children to compare different parts of text improves detection of text errors and whether self-controlled training of comparison produces more durable use of the strategy. Children offered a self-instructional routine monitored comprehension better than did subjects given minimal training.…

In two experiments subjects were required to either take notes or not take notes while viewing a videotaped lecture on automobile engines. Results produced a pattern of interaction in which note-takers performed better on far-transfer tasks such as problem solving but worse on near-transfer tasks. (Author/LMO)

The efficiency with which learning disabled and nonlearning disabled college students perform cognitive processing tasks was examined. A simple visual reaction time and speeded classification tasks were used. Learning disabled adults were slower and more variable on speeded classification tasks but did not differ on visual reaction time tasks.…