Two studies involving 127 undergraduates provide a direct test of whether an activated schema can influence both the initial encoding and subsequent retrieval of information from prose. Results indicate that schema activation exerts an influence on retrieval processes but not on encoding processes. (TJH)

The outcome interpretations, attributions for the outcome, expectancies of future test outcomes, and perceptions concerning instrumental actions of four Finnish elementary school teachers and their 84 sixth-grade students were compared after a math exam. Disagreements between teachers and students on these points reflect biases on the part of…

The effect of teachers' emotional stance toward children on their accuracy in evaluating children's self-image was studied with 21 female fourth-grade Israeli teachers and their 78 female and 46 male students. Results indicate major inaccuracies in teachers' assessment as a function of teachers' closeness to students. (TJH)

The impact of three variables on students' ratings of instruction was assessed: (1) social contact between instructor and students; (2) instructor's facial expression; and (3) instructor's gender. Findings with 40 male and 40 female college students indicate that students expect female instructors to excel in both stereotypically masculine and…

The extent to which motivation/attribution variables explain self-confidence in learning mathematics (SCLM) and whether students make attributions for their successes/failures in mathematics were studied, using 489 seventh graders. Attributional style, effort as a mediator of ability, failure as an acceptable phase in learning mathematics, and…

Eighty middle-class, ethnically diverse kindergarten (n=40) and fourth-grade (n=40) students rated their current academic competence and predicted their future academic attainment. Results suggest that developmental change in children's judgments about their competence must be understood in terms of interaction between age and classroom…

Academic self-concept, academic locus of control, and achievement expectations were investigated over a two-year period for 78 children identified as learning disabled (LD) and 71 normal children. It appears that negative school-related attitudes develop early in LD children and remain consistent through high school. (TJH)

The enrollment decisions of 444 (183 male, 260 female, and 1 unspecified) university students at Flinders University (South Australia) were investigated. Results shed light on gender differences in achievement patterns in mathematics and English and in relation to assumptions about relations between expectations and valences. (TJH)

Two studies with 147 63-89 year olds examined whether training gains in fluid abilities are critically dependent on experimenter-guided training and/or whether older adults can achieve similar improvements on their own. Training improvements by the elderly can be based on activation of cognitive skills already in their repertoire. (TJH)

Students' perceptions of constraints on asking questions during mathematics classes were explored with 20 third and 26 fifth graders in Dutch classrooms. Conditions examined included help by teachers or peers and instructional or seatwork situations. No sex differences or grade differences were found. (TJH)

The functional relation between the need for academic assistance and help seeking was examined for 612 undergraduates at a large midwestern university. Results support a curvilinear relation between help seeking and need for assistance; help-seeking increased from low to moderate need levels, then decreased for high need levels. (TJH)

This study examined the ability of writers at two ages and three ability levels in generating textually-consistent superordinate main ideas and subordinate details for three types of text structures. Subjects were 62 third and 61 sixth graders. Analyses revealed significant main effects for grade, ability, and text type. (TJH)

The influence of organizational cues on story comprehension was investigated for seven and eight year olds (N=44 British primary school students). Subjects were matched in age and decoding skills, but differed in comprehension ability. Results shed light on cognitive control required to select and coordinate information in text. (TJH)

The effects of interest on the allocation of attention to, and the learning of, written material were investigated, using 23 undergraduates. Results indicate that interesting sentences were learned better, but they were allocated less attention. Students used some strategy other than attention to learn interesting material. (TJH)

The effects of cooperative learning strategy manipulations on the enactment and recall of a medical procedure were examined, using 98 undergraduates. Results shed light on prevalent theories of skill acquisition. Written recall of the procedure was enhanced by prior performance, and performance was enhanced by prior recall. (TJH)