The authors contend failure to confirm Weiner's theory is a result of shortcomings inherent in his model. They argue that cognitive theory has been properly represented and tested, and that the study of achievement behavior is enhanced by the addition of motivational, noncognitive assumptions to their theories. (Author/DWH)

Weiner's allegations of errors in testing his theory (presumed detrimental effects of investigating a restricted range of variables, use of expectancy changes as a mediating variable, and presumed inappropriateness of classroom performance as a dependent variable) are evaluated. Disconfirmation of Weiner's predictions occurs irrespective of…

The relationship between students' beliefs about the nature of knowledge and their conceptions of prose coherence was examined. Sequencing and unity were categorized as mature conceptions. Students with context-oriented beliefs about the nature of knowledge were more likely to report mature coherence conceptions than students with fact-oriented…

Four theoretical models (Substitution, Suppression, Normal, and Remind) of the effects of lexical knowledge on reading comprehension were evaluated using results of a previous study. Fourth graders recalled texts containing words that were either unfamiliar or recently taught through an intensive vocabulary instruction program. (Author/BS)

Structural equation modeling was used to investigate the relation between home environment, self-concept, and academic achievement. It was found and cross-validated over four samples of 2,297 Korean adolescents that self-concept is a mediating variable between home environment and academic achievement. (Author/BS)

To examine changes in phonetic coding two age groups of 40 preschoolers were shown rhyming and nonrhyming letter sets. Recall was measured by oral free recall (testing item memory) and serial reconstruction (testing order memory). A large phonetic similarity effect was present in both groups with no developmental changes in the effect magnitude.…

Using 559 fifth graders, measures were collected to assess multiple dimensions of academic self-attribution, self-concept, and inferred self-concept, and academic achievement. The specificity and predictability of the observed patterns of relations support the construct validity of interpretations based on both the self-attribution and…

Several individual attributes covering prereading and oral language abilities, motor skills, personality, and home background were assessed. The best predictors of reading achievement were tasks tapping phonological processing skills, interdigital dexterity, and familiarity with the alphabetic code of English script. Peer ability was a strong…

Relations among aptitude, spatial task solution strategy, and task performance were explored through mathematical models of performance latency. Different models fit different subjects on each of three task steps (encoding, synthesis, and comparison), suggesting that different subjects used different strategies for solving the same items. Aptitude…

The causal relationship between metaphonological skills (sound blending and segmentation) and reading/spelling was investigated in two studies of first graders. One tested causal models using data from a longitudinal study of 46 dyslexics and 44 control children. The other studied the effects of metaphonological training versus general language…

Nine experiments were performed to verify and extend studies on sex differences in problem solving conducted in the 1950s by Sweeney, Carey, Milton, Nakamura, and Berry. A 20-item problem set was administered to over 1,000 college students. Results indicated a male advantage, averaging 35 percent, virtually identical with 1950s results. (Author/BS)

This paper proposes a method to measure and understand prereader listening comprehension skills. The listening span test taxes storage and processing functions of working memory. Used in two experiments with 44 preschoolers, this test had greater predictive and theoretical value than both the traditional word span measure and the age variable.…

The effects of verbal mnemonics on mathematics achievement were investigated using 100 Japanese seventh graders. All students received 10 weeks of mathematics instruction, but the experimental subjects were taught with the aid of verbal rhymes. Significant differences favoring experimental subjects were found on both the immediate and delayed…

This exploratory study investigated whether Papua New Guinea university students and their western counterparts perceive lecturers similarly. Survey forms listed performance facets judged important by American and Australian students. Papua New Guinea students differed primarily because they did not distinguish between the organizational quality…

Fourth and fifth grade students (N=171) participated in three reading tasks to assess time needed for learning, time spent in learning, and time allocated for learning. Results indicated that spending and/or allocating insufficient learning time have a direct negative effect on achievement. (BS)