Four experiments were conducted to determine the effects on decoding mistakes and comprehension of text passages at fastest and slowest reading rates. Subjects included 181 Israeli first graders and 60 American first graders. Subjects reading at their normal maximum speed averaged fewer errors and higher comprehension. (Author/LMO)

Two studies examined the role of self-reference as a mnemonic for prose material. Prior to reading descriptive passages, undergraduate students received self-reference, other-reference, linguistic, or control processing instructions. Overall, the self-reference instructions resulted in the greatest amount of recall. (Author/LMO)

The effect of copying foreign language vocabulary words and/or pronouncing them aloud while attempting to learn their English counterparts was investigated in three experiments. Results were interpreted as supporting the view that copying foreign language words assists in the formation of memory codes for their written forms. (Author/LMO)

This article examines naive conceptions of spatial reference that children bring to Logo programing language learning. Students from Grades 4, 5, 6, and 8 were introduced to six Logo commands, and then were tested on predicting the output for instances of each of the commands. (Author/LMO)

This paper investigated three kinds of changes that could occur when a child learns to program in Logo. Novice programmers from fourth grade classes were given three sessions of Logo instruction. Results provided some preliminary evidence that productive learning of a programming language involves a chain of cognitive changes. (Author/LMO)

The influence of attribution and self-control training on short- and long-term maintenance of strategic behavior, impulsivity, and beliefs about self-efficacy was assessed in 77 underachieving, hyperactive children. Results supported the use of attribution and self control training in treating strategic deficits in hyperactive and learning…

Over 1,000 undergraduates evaluated 16 male and female professors in terms of teaching effectiveness and sex-typed characteristics. Male students gave female professors significantly poorer ratings than male professors on the six teaching evaluation measures. Female students evaluated female professors less favorably than male professors on three…

An experiment was conducted that contrasted a variant of computerized adaptive testing, self-adapted testing, with two traditional tests. Participants completed a self-report of text anxiety and were randomly assigned to take one of the three tests of verbal ability. Subjects generally chose more difficult items as the test progressed. (Author/LMO)

In two experiments, college undergraduates completed a 20-frame instructional program and did or did not receive feedback following each frame response. Feedback groups outperformed the controls on the 20-item criterion test, but subjects who received repeated feedback showed the greatest probability of correcting an instructional error.…

The standardization sample of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) was the basis for an analysis of the WAIS-R subscales in relation to demographic variables. Canonical correlation with orthogonal rotation of composite structural components was performed in order to determine interrelations between both sets of variables.…

A personality construct, preference for course difficulty, was related to test anxiety in a sample of 62 graduate students. Path analysis indicated that trait anxiety directly affects test anxiety and that preference for course difficulty affects test anxiety. The preference for course structure construct was validated. (LMO)

This study examined parents and preschool children interacting in two informal alphabet learning activities, using picture books and interacting with software on a personal computer. Results showed few differences in the way mothers and fathers reacted with preschoolers, but there were differences in consistency across the two settings. (LMO)

The Kastenbaum and Durkee Age-Appropriate Attitude Technique was administered to 264 graduate and undergraduate students. One group received the all-male character sketch version, while a second group received femal sketches. Results indicated an absence of main effect for subject sex, but a significant effect for character sex. (LMO)

First-year University of Hong Kong students were subjects in a study using sex, verbal intelligence, personality, and attitudinal variables as predictors of English language skills. Results showed that levels of proficiency in reading, writing, listening, and speaking were independent of one another. (LMO)

Students from a high school psychology class were subjects in a study of the effect of tutorials versus study time on student performance. Tutoring produced content knowledge for tutors who worked with partners. (LMO)