It was concluded that early academic performance has consequences in the social-emotional domain which perpetuate and generalize patterns of success for females and failure for males. (Author)

Data indicate that performance is better when feedback is provided after, rather than before, the response. (MB)

It was concluded that although differences in actual grades do not affect evaluations, if students' grades disconfirm their expectancies, the students will tend to deprecate the instructor's teaching performance in areas other than his grading system. (Author/AG)

Subjective and objective environments of 13 small colleges were assessed using the College and University Environment Scales and the Experience of College Questionnaire. Results are presented with implications for further study, and for educational planning. (Author/AG)

A new measure of the learning environment of the home was developed in order to examine the relationship between the environment of children and mental ability test performance. Results provide support for the use of the sub-environment approach in the study of intellectual performance. (Author/AG)

Results suggest that, in general, low scorers on the aptitude measures (low-efficiency listeners) performed better when the material was presented at a normal rate or read and when not required to take notes. (Author/MB)

Study investigated the relationship between the Zeigarnik effect (the tendency to recall incomplete or incorrect tasks rather than complete or correct tasks) and achievement motivation. (MB)

Presented are: the specific causal relationships between skills assessed on the various subscales of the tests employed; the value of the cross-lagged panel correlation technique in causal analysis; and, an extensive methodological examination and qualification of this analytic model. (Authors/MB)

Investigates the hypothesis that school achievement deficiencies of low socioeconomic status black children are attributable to corresponding deficiencies in learning ability. (Author/TA)

It was hypothesized that individuals taking a test of creative thinking in dyads would attain a higher level of originality, and experience stronger feelings of stimulation, enjoyment, and originality of expression than individuals working alone under standard test conditions. Findings supported the hypotheses. (Author/TA)