Strategies for adapting instructional support and learning incentives were applied separately and in combination to a college-level lesson on mathematical rules. Adaptations were based on indiviual students' pretest scores. Adaptation of support improved performance significantly when compared with standard support. Incentive effects, however,…

Over 1,000 undergraduate and graduate business administration majors from 100 different classes provided course and instructor evaluations at the end of each class, and again at least one year after program completion. Results showed large and statistically significant correlations between end-of-term and retrospective ratings. (Author/GDC)

The relationship between operativity on Piagetian tasks of number, classification, field dependence-independence, and mathematics achievement was investigated. In grades 2-4, field independence was related to high mathematics achievement. High operativity was related to high achievement in mathematics concepts only in the second grade. (Author/GDC)

The complexity hypothesis suggests that the hierarchical arrangement of learning tasks is related to the complexity of the task. Using a definition of complexity based on an analysis of the rules governing performance on a task, the present study lent support to the hypothesis. (Author/GDC)

To evaluate curriculum fit with class ability, the magnitude of individual differences in size and number of instructional subunits read were examined, as well as number of repetitions of a unit required to achieve mastery. Subjects were average and high IQ fifth graders studying social studies. (Author/GDC)

Teachers viewed interactions with low-expectation students as less controllable than those with high-expectation students and teacher initiations were perceived as more controllable than child initiations. In addition, less perceived control over a student was associated with less feedback from the teacher. (Author/GDC)

In three experiments, undergraduates evaluated student performance based on two sources of information differing in variability: test scores and grades. Differential weighting occurred only when instructions linked variability to reliability. It was concluded that evaluators will not ordinarily use relative variability of scores as an index of…

Computer-based adaptive instructional strategies for concept learning were investigated. Selection of the number of examples according to on-task information was more efficient than pretask or pretask plus on-task information. A response-sensitive strategy was preferable to a response-insensitive strategy to determine the presentation order of…

Teachers' verbal behaviors following oral-reading errors of primary-grade children were contrasted for high- and low-ability readers. Teachers were more likely to interrupt poor readers who erred than good readers. The types of interruptions also differed as a function of reading ability level. (Author/GDC)

Classroom interaction patterns between male and female students perceived as either high or low achievers were examined in the fall, winter, and spring. Expectation and sex results were consistent with previous findings. Results suggest that teachers make major socialization efforts early in the year. (Author/GDC)

Proactive interference (PI) build-up and release from PI were used to study automatic conceptual encoding of superordinate and subordinate category lists in low-socioeconomic status (SES) Black children and middle-SES White children (grades 2 and 4). (Results for each population on the three category lists are described). (GDC)

With reference to EJ 198 838, this article reports similar analysis. Commonality analysis was applied to data gathered on sixth-grade social studies lessons. Variations were found in the proportion of variance achievement. Content coverage was the most powerful process correlate of achievement. (Author/GDC)

The common negative relationship between the Test Anxiety Scale for Children (TASC) and the Lie Scale for Children (LSC) was examined using previous data. Defensiveness (measured by the LSC) was more related to later test anxiety than anxiety was to defensiveness, indicating causal effects of defensiveness on anxiety. (Author/GDC)

Fifth-grade boys of relatively good, average, and poor reading ability were assessed on tasks in which success and failure were manipulated. Consistent with predictions, poor readers displayed characteristics indicative of learned helplessness and low self-concepts of ability, including low expectations and less persistence. (Instructional…

Data in Yarworth and Gauthier's article on student self- concept and participation in school activities (EJ 189 606) were reanalyzed by Walsh and Winne (TM 505 375). Yarworth and Gauthier's criticism of the reanalysis (TM 505 376) is answered. (GDC)