This study examined the effects of provided and generated questions during reading on recall of facts and concepts from descriptive passage for students in grades 5, 8, and 11. Provided conceptual postquestions significantly increased recall of main ideas and factual details. (LMO)

Attitudes of 116 undergraduate students toward academic interests (mathematics, science, reading, writing, and oral communication) were compared. Findings showed substantial correlations among operationalizations for each academic area, but correlations between different subject attitudes were modest. Females had less positive attitudes toward…

The keyword and context methods of learning new vocabulary were compared using university students as subjects. The keyword method was substantially better for recall of definitions when provided, but it was not significantly better on the free recall task. (LMO)

The hypothesis that self-monitoring and goal setting enhance students' learning in private study was tested. Subjects were college students blocked into three groups on the basis of their academic achievement, prior to college admission. The three treatment groups scored higher in the final examination, supporting the hypothesis. (LMO)

The psychological effects of success and failure on the North Carolina Minimum Competency Test (MCT) were examined. Subjects were high school students, who were pre- and post-tested using the Rosenberg Self Esteem Scale and the High School Personality Questionnaire. Self-esteem decreased following knowledge of MCT failure. (LMO)

Students who registered for correspondence study were studied in relation to the cognitive style of field-independence. Although results showed participation in correspondence study to be associated with the cognitive style of field-independence, no significant differences were found in persistence behavior or in student evaluations of…

This study examined the effect of increasing the frequency of positive self-referent verbal statements upon both overt and reported self-esteem in children with adjustment problems. Subjects were boys in special schools. Results showed a significant difference in overt self-esteem, but not in other dependent variables. (LMO)

This paper discusses some of the basic distinctions between the activities of inquiry and application and reviews the origins of the inquiry-application dichotomy. The parallel dependence model, designed to serve as a heuristic device, stresses the complementary potential of the inquiry and application functions. (LMO)

Seventy-four introductory psychology students were subjects in a study evaluating the impact of cooperative interactions during studying and test taking. Results indicated that cooperative study training affects performance favorably. Cooperative test-taking training also affected recall performance favorably, for the amount of information…

This study was designed to test whether a learned helplessness treatment would decrease performance on mathematical tasks and to extend learned helplessness findings to include the cognitive development dimension. Results showed no differential advantages to either sex in resisting effects of learned helplessness or in benefiting from strategy…

This study examined halo in raters' beliefs of item (attribute) relatedness. College students' prior beliefs of the co-occurrence of teaching attributes were correlated with actual correlation of teaching attributes of fictional college professors. Results showed some support for beliefs-of-relatedness source of halo. (LMO)

Two studies investigated the impact of information about the effort and performance of others on students' anticipated affects and judgments of competence given success in task-involving and ego-involving contexts. Without social comparison information, competence and positive affects were judged higher when students were asked to imagine…

Children's judgments of confidence were examined following performance on a cognitive task as a function of age and skill and the presence or absence of feedback. Results suggest that domain-specific knowledge, in conjunction with feedback, may help young children compensate for developmental factors associated with an unrealistically high degree…

Two experiments investigated some of the cognitive and affective causes of interest and liking. Results did not support the hypothesis that degree of surprise per se causes interest. The hypothesis that interest and liking arise from different causes was supported. (Author/LMO)

Two studies investigated an information processing model in explaining the poor academic performance of highly test-anxious students. The first measured the organization of course material by students in a nonevaluative situation; and the second differentiated types of highly test anxious students by their information processing skills.…