The relative effectiveness of sentence and conjunction contexts in reducing negative transfer and facilitating learning is empirically investigated. (Author)

Investigates whether isolation of material by underlining, previously studied in a laboratory setting, results in better retention for examinations when extended to a formal educational setting. (Author)

Four models for accounting for reading difficulties are described: defect, deficit, disruption, and difference. Poor readers fitting two of these (difference and deficit) are compared with each other and with good readers. (Author)

It was concluded that preschool disadvantaged children could be taught to think in more creative ways. (Author/AG)

Conflicting findings in two earlier studies in the area of learning style effects are studied. (DG)

It was concluded that blind children exhibit more verbal fluency in the divergent thinking dimension of intelligence than do seeing children. (AG)

Results confirm previous findings that the ability to integrate auditory-visual stimuli is significantly related to reading achievement. (AG)

Total reaction time for dyslexic children was found to be longer than for normal children, suggesting that a modification of the study task might be useful for the early prediction of reading disability. (GS)

Describes an attempt to measure in the sixth through twelfth grades the personality construct termed, in adults, the bureaucratic personality" based on the Weberian model. (TA)