Hint, pegword experience, and hint plus pegword experience conditions were evaluated against three other conditions: (1) a no strategy control condition; (2) an instructional treatment to maximize elaborative strategy use; and (3) an instructional treatment to minimize elaborative strategy use. Results clarify the nature of elaborative production…

A monitoring interpretation of the transfer of complete learning skills was discussed. Individual and group monitoring in the learning session were promoted through required vocalization of reasoning and working with a partner, respectively. (Author/LMO)

In three experiments, fifth graders and college students watched a videotaped peer model executing two differentially effective associative-learning strategies. Observation of the model did not result in the consistent use of that strategy by fifth graders. College students did appear to benefit from the observational-learning opportunity.…

This study investigated the relationship between peer relations and help-seeking behaviors in third- and fifth-grade boys and girls. The relationship between peer status and academic help-seeking was found to vary with the target of the help-seeking overture and the type of help requested. (Author/LMO)

Adolescent self-esteem and sex role perceptions were examined as a function of academic achievement in 140 seventh-grade boys and girls responding to a self-esteem inventory. Results of the standard instruction investigation showed a significant but moderate difference in self-esteem levels in favor of the boys. (Author/LMO)

Two parallel studies evaluated the manner in which variations in sociometric formulations highlight differing effects of academic status on social acceptance in the classroom. The contingency between sociometric formulation and outcome was consistent with level of aspiration and social exchange theories. (Author/LMO)

The self serving effect (SSE), the tendency to accept responsibility for one's own successes but not failures, was examined in three studies with adolescents. Results showed individual differences in SSE size were logically related to differences in: (1) academic self-concepts; (2) academic self-concepts inferred by significant others; and (3)…

A study tested the hypothesis that intrinsic motivation would be maintained after receipt of nonthreatening, task-related evaluation and undermined after repeated non-receipt of feedback or receipt of controlling normative grades. Results confirmed the hypothesis and revealed significant group differences in intrinsic motivation as reflected in…

Evidence is presented to demonstrate that arranging word lists on distinctive visual patterns results in better recall performance than does presenting the same word lists on a pattern that is always the same. Results of three experiments using college age students are reported. (Author/LMO)

College students with varying degrees of prior conceptual understanding of a scientific topic were randomly assigned to a program-controlled or a learner-controlled treatment in a sequence of computer-assisted video learning. (Author/LMO)

A study examined the effect of interspersed postpassage questions on comprehension for second-grade children. Results from a reading comprehension test showed that although questioning instruction had little effect on the above average readers, normal and below readers made significant gains when instructed in the use of postpassage questions.…

Two experiments with college psychology classes examined answer copying during multiple-choice examinations under conditions of free and assigned seating. More answer copying occurred in the free seating situation, not accountable for in terms of the idea that answer copiers prefer to sit in the rear of the room. (Author/LMO)

For simple vocabulary items, the amount that subjects can learn during a given period of study is markedly underestimated when unusually slow presentation rates are imposed. That disadvantage apparently is less when subjects use the keyword mnemonic. The use of self-pacing or of multiple-rate conditions is suggested. (Author/LMO)

Teaching is characterized as a complex cognitive skill amenable to analysis in a manner similar to other skills described by cognitive psychology. A formal model of the process of instruction in elementary mathematics is presented and examined in light of empirical data from both expert and novice teachers. (Author/LMO)

This study examined whether the density of noncontingent outcomes limits instructor expressiveness as an effective teaching behavior in different lecture content conditions. Results indicated that for high-content lectures, instructor expressiveness facilitated achievement and confidence in students who received contingent and low noncontingent…