An analysis of the effects of three kinds of teacher comment (social-comparison, subject-matter,and intraindividually oriented) accompanying grades in mathematics is presented. Subjects were 385 students from grades 6 through 10. In analyses of variance, an interaction between type of comment and the student's prior performance level was revealed…

Two types of poor readers are identified and compared with each other and with a comparable group of good readers for performance on a series of metalinguistic tasks. The specific problem underlying each of the two types of poor readers is shown to be related to two separable components of metalinguistic skill. (Author/LMO)

Students were randomly assigned to read a text passage displayed on microcomputers in one of four conditions: (1) required reviewing of main; or (2) alternate text when responses to adjunct questions were incorrect; (3) reading with adjunct questions; and (4) reading without adjunct questions. (Author/LMO)

The proposition was examined that for children from different family groups, there are variations in relations among their ability, attitudes toward school, and academic achievement. The study indicated that the family may act as a critical substratum variable that influences the relations between children's attitudinal and cognitive attributes…

Beliefs about children's performance in mathematics were examined through interviews with mothers and their sixth-grade children in the People's Republic of China (PRC) and in Chinese-American and Caucasian-American groups in the United States. (Author/LMO)

A study was conducted to extend the findings of Meyer (1975) on forward transfer theory, by examining a different subject matter (four science passages) and different adjunct question types (verbatim recognition vs. conceptual short-answer essay). Results were consistent with the forward transfer theory of adjunct questions. (Author/LMO)

Three hypotheses on children's social attributions were tested using children from elementary grades as subjects. The results indicated that children attributed their positive outcomes more to ability, effort, and luck than they did their negative outcomes. This effect did not depend on the person to whom they made attributions. (Author/LMO)

Sociometric differences between mainstreamed mildly handicapped and nonhandicapped Black and White students were investigated in a factorial design by using three indexes of peer acceptance. Results indicated differential patterns of peer acceptance. There were no main effects for race or sex; there was a significant multivariate Sample x Race…

The "spacing" effect was examined in students' memory for paragraphs and brief lectures. In Experiment 1, students who read massed verbatim repetitions of paragraphs recalled less content than did students who read verbatim repetitions spaced across time. Experiment 2 replicated these results using a brief lecture as the to-be-learned material.…

This study extended the exploration of the development of word identification speed to younger skilled and less skilled readers. It focused on the attainment of unitized speeds to determine when the final phase in reading development (the speed of processing) is reached for familiar words during the early years. (Author/PN)

The meta-analysis integrated findings from 51 independent evaluations of computer-based teaching in grades 6 through 12. Findings indicated that computer-based teaching raised students' final exam scores, improved student attitudes toward computers and toward their courses, and reduced the amount of time needed for learning. (Author/PN)

Undergraduate subjects with either an internal or external locus of control were used to investigate the relationship between locus of control and responsiveness to expectations regarding their own and their teacher's competence. As predicted, internal subjects were more receptive to the expectation regarding self than external subjects.…

Four learning-style instruments, differing in form, length, language, and conceptualization of learning style, were administered to 471 high school and community college students. All four instruments measured behaviors outlined by one conceptualization in the literature to comprise learning style, but none of the instruments measured all types of…

Subjects listened to a short science passage one, two, or three times. Overall amount recalled increased with number of presentations, but recall of conceptual principles and related information increased sharply with repetition, whereas recall of formal equations and concrete analogies did not. Advance organizers functioned similarly. (Author/PN)

Both the direct and indirect effects of attitudinal and contextual variables on the leadership behavior of teachers are considered. The results indicate that the openness of interpersonal relations among the teaching staff and the teachers' assessments of their students may have an effect on their leadership behavior. (Author/PN)