Indices of scatter on the WISC-R and McCarthy Scales were examined for 20 educable mentally retarded and 20 learning disabled children in relation to 20 matched controls and to standardization samples. Exceptional children exhibited more subtest scatter and variability than the standardization sample but not more than the control group. (Author/RD)

Recent methodological advances regarding self-concept theory are presented. Using junior high school subjects and multiple indicators of subject-specific, area, and general self-concept, support was found for a multifaceted, hierarchical interpretation. Results point to the causal predominance of self-concept over achievement. (Author/GK)

High school students studied a brief history text, then either took a test on the passage, spent equivalent time reviewing, or went to an unrelated task. A test given two weeks later indicated that the test condition resulted in better retention than either the review or control conditions. (Author/GK)

The effect of field independence-dependence match or mismatch within the context of a communication task was examined. Results showed field-independent matched dyads performed better than field-dependent matched dyads, with the mismatched conditions' performance falling between the matched ones. (Author/GK)

The effects of a test in contrast with no test on learning and retention were investigated. Also focused upon were the students' feelings when they did or did not have to study and take a test. Results indicate that testing is valuable in the learning process but not popular with students. (Author/GK)

Whether hierarchical ordering among fraction identification problems reflects the replacement of simple rules by complex rules was investigated. Latent class techniques revealed that children applied rules that were adequate for simple problems but had to be replaced to solve more complex problems. (Author/GK)

In three experiments, the meaning of the textual materials was held constant while structural (surface) variables, such as vocabulary, syntax, and signals about idea importance, were manipulated. Findings in all cases indicated that aspects of the surface structure of text made demands on the reader's cognitive processing capacity. (Author/GK)

The involvement of high school students with instructional activities was investigated. Results indicated that attendance, completion of assignments, teacher ratings of student involvement, and student feelings of involvement during class activities were related to achievement in the social studies classes. (Author/GK)

This study investigates whether minority students are judged as needing referral for special educational services more frequently than others and whether teachers from various ethnic backgrounds differ in recommending such referrals. Interaction between ethnicity of students judged as needing referral and teachers making the referrals is also…

Students in Grades six, seven, and eight were asked to integrate existing information and initially unknown answers to prose-related questions for answering superordinate questions. Results suggest that grade level development of hypothetico-deductive skills interacts with instructional prompt levels and that these skills are essential to…

This research was aimed at adapting the Utah State University Classroom Management Program for use in elementary mainstreaming classrooms and evaluating the program's effectiveness in changing teacher and pupil behavior. The program appears to be powerful in changing teacher behavior and an effective classroom management training tool. (Author/AL)

This investigation assesses the relative efficacy of three intervention strategies for reducing mathematics anxiety and enhancing mathematics performance in college students. Findings suggest that the cue-controlled relaxation technique is a potentially viable intervention. (Author/AL)

Whether there is consistency in pupils' attributions regarding their achievement outcome in two consecutive tests in (a) the same subject and (b) different subjects was explored. Results showed consistency in individuals' attributional patterns. However, consistency scores ensuing from the same achievement outcomes were greater than those from…

Controversies exist in the research literature on student evaluation of instruction in higher education. In three studies, one of these controversies is explored, namely the relationship among student personality characteristics, teacher ratings, and student achievement. Findings suggest four conclusions relevant to summative evaluations of…

How manipulations of expressiveness and content coverage affect different student evaluation dimensions and student achievement are investigated. Based on a reanalysis of data from two original Dr. Fox studies, conclusions show that the effect of such manipulations varies for different student evaluation factors in three incentive conditions.…