Results demonstrate that the relationship between the structure of positive and negative instances within a learning series is also critical to concept learning when the concepts are presented in a nondimensioned way. (Authors/CB)

Results indicated that interaction, even when nonmeaningful, was more facilitating than juxtaposition of picture and words. (Authors)

The present data offer more support for linguistic'' approaches to teaching reading. (Authors)

Results indicated that negative instances were an integral part of concept acquisiton. The relationship between the positive and negative instances was based upon similarity of irrelevant attributes and sentence difficulty. (Author)

It was shown that observation of a high-rewarding teacher was directly related to increased imitative behavior by students. (Author)

Thirty minutes of discrimination training was shown to be highly effective in changing teaching behavior while microteaching, that is, practicing teaching twice, reviewing the lesson on videotape, and receiving feedback, did not result in significant overall changes in teaching behavior. (Author)

Second graders were more competitive than first graders, thus suggesting that maturational factors as well as school experience may result in greater competition among children. (Authors)

Information integration theory is a unified general theory that covers several areas of psychology from psychophysics to clinical judgment. It rests on a mathematical basis that has had considerable success in some precise and demanding tests. (Author)

Relationships between teacher morale, as measured by the Purdue Teacher Opinionaire, and verbal teacher behavior, as systematically observed using the Reciprocal Category System, were explored. Subjects were 39 female elementary (Kindergarten through second grade) teachers in Follow Through classrooms in six states. (Authors)

Major findings were that: contingent reinforcement was effective in altering behavior; instructions did not augment the efficacy of contingent reinforcement; noncontingent reinforcement was effective for nondeviant students who were told that the reinforcement was actually contingent; and contingent reinforcement led to greater generalization than…

The most important result of this study was simply the illustration that the systematic analysis and experimental study of the learning of principles from text is possible. (Author)

Questions that come before the relevant material seem to affect attention only, and questions that come after the relevant material seem to affect retention or rehearsal only. (Author)

Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)

Major purpose of this experiment was to test a notion suggested by Gagne that operations, as described by Piaget, are more dependent on learning than on development. It was concluded that the results supported Gagne's cumulative learning model rather than the notion that operations are primarily dependent upon maturation. (Authors/CB)

In agreement with prior studies, syntactic order produced better recall, and recall errors were semantically related to the narrative. The more vivid versions of the paragraphs produced higher recall suggesting that imagery may play a role in recall. (Authors)