Training produced significant changes in the teaching behavior, self-ratings of teaching ability, and student ratings of instruction of graduate teaching assistants. Response-shift bias was noted in the self-reports and controlled through the collection of retrospective pretests. (Author/CP)

Many researchers, including Buriel (EJ 187 987), incorrectly compared the results in each study with null hypotheses of zero differences between means or zero population correlations. Instead, a test of difference between the mean differences in the two samples or the direct comparison of the two sample correlations is required. (Author/CP)

The effect of reading difficulties and antisocial behavior on peer rejection and popularity was studied with 198 lower-class boys, grades 1 and 2. Poor readers who were stable and conformed to classroom requirements were no more rejected than good readers who conformed; however, they were less popular. (Author/CP)

Three conditions for administering creativity tests by Torrance and by Wallach and Kogan were compared: (1) untimed, gamelike; (2) conventional testlike; and (3) administration of measures under testlike conditions on two adjacent days, using the second testing as the predictor. The conventional testlike condition seems optimal. (Author/CP)

A game was used to assess children's judgments about altruistic, cooperative, or competitive payoff. In a second experiment, small groups were asked to construct new words with the option to work alone or to collaborate. Children who regularly studied in cooperative small groups were more cooperative in both situations. (Author/CP)

Contrary to previous research, grading standards did not affect student achievement. The effect of standards on ratings was significant but not consistent for types of ratings (instructor expressiveness, lecture content), instructors, or differences in standards. Under certain conditions, higher grades either adversely affected ratings or had no…

Several explanations have been advanced for sex differences in reading achievement, including hypotheses based on physical maturation, female teacher bias, teacher discrimination, feminization of reading, differential response to pupil behaviors, and sex-relevant teaching styles. Evidence for and against each of these hypotheses is presented, and…

The effects of subsequent related information and cognitive flexibility on prose recall were studied. Subjects read a passage; then were given either consistent or contradictory information. Errors in cued recall, reflecting the subsequent information, were more frequently produced after a three-week delay than after two days. (Author/GDC)

Reasons for poor performance on the Digit Span subtest of the Wechsler Intelligence Scale for Children-Revised were examined, using learning disabled (LD) children who performed poorly on the test, LD children who performed normally, and average children. One LD group was unable to establish mnemonic codes for familiar auditory stimuli.…

Yarworth and Gauthier (EJ 189 606) examined whether self-concept variables enhanced predictions about students' participation in school activities, using unstructured stepwise regression techniques. A reanalysis of their data using hierarchial regression models tested their hypothesis more appropriately, and uncovered multicollinearity and…

Winne and Walsh's Reanalysis (EJ 229 157) of Gauthier and Yarworth's study of self-concept and participation in high school activities (EJ 189 606) is addressed, particularly with respect to the statistical techniques used. The intentions of the original article are also clarified. (GDC)

Children viewed a television segment that included humorous or nonhumorous inserts paced either at slow or fast intervals, or an uninterrupted program. Both humorous conditions produced information acquisition results that were superior to any of the no-humor situations. Visual attention and reaction to the humor were noted. (Author/GDC)

The study investigated the structural corroboration of instructional evaluation information collected from one source (students) by three different methods: responses to objective questionnaire items, written comments to open-ended questions, and group interview results. The three types of information presented a similar general impression of…

Children from a Catholic elementary school were interviewed to determine what they saw as probable causes for success or failure in four situations: a school testing situation an art project, playing football, and catching frogs. Causal explanations were found to differ across the four situations. (Author/GDC)

The Wechsler Intelligence Scale for Children--Revised was administered to 946 intellectually gifted students, 6 to 16 years old. The factor structure was remarkably similar to that reported for previously studied groups, thus supporting the test's validity. (Author/GDC)