High school students' views about what the aims of education should be, their personal goals in school, and their perceptions of the causes of success in school were found to be related to one another in a logically consistent fashion. (Author/LMO)

The present study addressed the validity of student ratings of instructional effectiveness by exploring the relations among student ratings, course performance, and the perceived attitude similarity of students and their instructors. Findings fail to support the claim that perceived attitude similarity is a substantial source of bias in student…

Five experiments were performed to determine whether different amounts of attention were demanded of readers under the following conditions: (1) during the reading of relevant segments of text prefaced by questions; (2) by questions following relevant segments of text; and (3) during the reading of prefatory questions. (LMO)

The major purpose of this study was to investigate the relation of gender to reading achievement at the high school level. Findings suggest that by the time students reach high school, the magnitude of gender differences in reading achievement as assessed by the High School and Beyond survey is small. (Author/LMO)

This study showed that Oksapmin children not only spontaneously use the indigenous numerical system of their nontechnical culture but also have created new forms of numerical symbolization and calculation to deal with schooling arithmetic problems. Novel conceptual developments, factors mediating the schools effect, and the influence of prior…

Two experiments were conducted to examine the possibility that varying college students' methods of encoding advance organizers would influence the memorability of the organizers and subsequent reading materials. Results indicated that students dealing with the semantic base of organizers had significantly greater memory for the organizers and…

Two experiments were performed to examine the encoding function of note taking and processing differences between successful and less successful college students in lecture situations. Memory differences between these two student groups were interpreted as the result of factors occuring during note taking. Successful students engaged in greater…

Two experiments were performed with college students to study memory monitoring during the learning of word lists. Both experiments suggested that successful monitoring to decide which items were already encoded did not occur during presentation of material but was restricted to recall trials. (Author/BS)

Latent class modeling procedures were used in exploratory and confirmatory analyses of the prerequisite relations among five types of text-based inference question tasks for good and poor sixth-grade readers. All tasks types provided separate manifestations of the same underlying attribute for both good and poor readers. (Author/BS)

Two investigations of spontaneous use of mnemonic strategies by learning disabled and nonlearning disabled children and adolescents are reported. Despite differences, recall and strategy use were not useful predictors of classification as learning disabled or nonlearning disabled and were only weak to moderate correlates of academic achievement.…

This study examined whether postprimary education enhances informal reasoning skills, operationalized as skill in constructing arguments about everyday issues. Eight subject groups, balanced for six, ranged over high school, college, graduate school, and nonstudents with or without bachelor's degrees. (Author/BS)

This study assessed the impact of the frequency of elaborations on the text processing performance of dyads and individuals using technical text. Cooperative interaction and multiple elaboration activity led to better performance when descriptive information was being learned but not when procedural information was being learned. (Author/BS)

A meta analysis of research on children's attributions for success and failure was conducted to test the adequacy of the egotistic bias hypothesis for children in grades one to seven. Results supported the egotism hypothesis and indicated that both question wording and research context are important determinants of children's attributions.…

Ninety-seven fifth graders took a multiple-choice test with factual and guess questions after reading a 900-word text. The effects of immediate informative feedback, delayed feedback, or no feedback on their performance on a delayed retention tests were analyzed. Results suggested that awareness of initial errors was helpful. (Author/BS)

Using Psychological Abstracts as the original sample source ("first level"), characteristics of the educational psychology literature were compared with those of "second level" literature (literature cited by the first level). The scatter (dispersion) of periodical articles over periodical titles was examined at both levels. The most cited…