Subjects who were preparing to teach scored reliably higher than controls on a subsequent retention test. In experiment 2, for both a verbal and a problem-solving task, subjects either worked alone, verbalized their thoughts or taught another person the task while performing. There were no reliable differences. (Author/CP)

High state-anxious subjects solved fewer problems than middle or low state-anxious subjects under no memory-aid conditions, and all anxiety groups performed comparably with memory aids. High state-anxious subjects tended to use less focusing strategy when memory aids were unavailable. (Author/CP)

The connection between attitudes toward higher education and course evaluation follows from theories of central directive states and communicative balance. Course evaluation is related to: (1) students' and instructors' own and perceived attitudes toward higher education and college teaching, and (2) congruence between these attitudes. (Author/CP)

Three models were constructed to predict pronunciation responses: final consonant, type-token, and invariant principal response. Six synthetic words were constructed according to contextual and word-position constraints. The final consonant model was superior. (Author/CP)

Following trials in which children self-administered prizes, subjects in the stringent-demand group performed significantly better, during both the incentive and the extinction conditions, on time at task, number of correct problems, and number of problems attempted, than did subjects in lenient-demand and control groups. (Author/CP)

The hypothesis that Black English-speaking children of low socioeconomic status would match spoken and written words when final spoken consonants were deleted, was not supported. Decoding errors revealed that race and social class influenced word strategy. (Author/CP)

During oral and silent reading, retention was related to segment length and existence of sentence boundary. Next limits on retention were tested by increasing segment length and difficulty. Performance of less skilled readers was uniformly low; performance of skilled and older readers was again affected by length and sentence boundary. (Author/CP)

Verbal coding and listening comprehension ability differed among skilled and less skilled readers in second, third, and fifth grades. As verbal coding speed increased, comprehension skill became the more important predictor of reading skill. Apparently, verbal coding processes, which are slow, inhibit other reading processes. (Author/CP)

For seventh-grade mathematics students lesson discontinuity and teacher vagueness terms significantly affected student achievement, and the interaction between continuity and vagueness was significant. Vagueness terms significantly affected student perception of lesson effectiveness. (Author/CP)

Lack of effort-perceived controllability of need for help-anger-neglect and lack of ability-perceived uncontrollability-pity-help form two constellations. There was also evidence of an attribution-affect-action motivational sequence, in which thoughts determine what we feel and feelings determine what we do. (Author/CP)

Evaluations of the same 64 teachers by graded students in college agreed with evaluations by ungraded students. This agreement suggests that teacher evaluations were not simply a response to grades, although they were positively associated with them, both within and across teachers. (Author/CP)

Phonemic awareness tasks are identified: sound-to-word matching, word-to-word matching, rhyme recognition, isolation segmentation, counting sounds, blending, deletion, and substitution. Methods for teaching segmentation and blending, the most cortical tasks, are discussed. (Author/CP)

Twelve first-grade children were tested on word-reading and automaticity of letter and word processing. Word-reading speed increased steadily during the year. Apparently, their ability to process letters automatically was acquired prior to the ability to read words rapidly and accurately. (Author/CP)

In the first drill, the branching type, subjects received problems matched to their ability. In the second drill, the fixed type, subjects received problems from all difficulty levels. Performance on both the pretest and posttest indicated that the fixed drill yielded the highest gains for more difficult problems. (Author/CP)

The effects of a diversified imaginal and verbal elaboration strategy training program upon the learning and retention (efficiency) of ninth-grade students was investigated. The results, using free recall, modified serial recall, paired-associate learning, and reading comprehension tests, indicate that students can be trained to use elaboration to…