A training procedure to teach the discrimination of implication from asserted fact was developed and tested with adults in on experiment, and was revised and tested with adults and seventh- and ninth-grade students in another experiment. A marginal developmental trend of better discrimination with increasing age was found. (Author/GK)

High-, average-, and low-achieving boys and girls in the first and third grades were compared on their expectations for success prior to an anagrams task; their subsequent perceptions of the cause of failure on the task; and their expectations for future success. Findings are discussed. (Author/GK)

Student teachers given microteaching and traditional observation treatments were compared with a no-preparation control group. Results revealed that students taught by student teachers trained through microteaching achieved higher mean mathematics scores and demonstrated higher frequency counts of participation in classroom activities. (Author/GK)

Differences between hyperactive and nonhyperactive boys in their play and responses to models were assessed. Hyperactive boys behaved differently during play even before viewing any model, and generally responded more to the guidelines suggested by the model, especially the fast one, than did the nonhyperactive boys. (Author/GK)

Two nonentrenched tasks are described, one requiring projection into the future of states of objects, the other requiring complex anological reasoning where multiple terms of analogies can be replaced by alternative answer options. Some speculations are made about the implications of these results for educational theory and practice. (Author/GK)

The effect of the classroom structure and the classroom climate of desegregated schools on the prejudices of White intermediate school students in a large, southwestern school district was investigated. Cross-sectional and longitudinal analyses were performed. Implications of the results for the design of desegregation plans are discussed.…

Of three educational programs, two were manipulated to contain: (1) no humor; or (2) humor in a slow pace, an intermediate pace, or a fast pace. It was found that the presence of humor greatly facilitates selective exposure to an educational television program. (Author/GK)

The role of assignment rationale on the attitudinal effects of peer tutoring is examined. Tutors had more positive attitudes than tutees when they had been given a competence or physical characteristic rationale but not when the tutors were provided a chance rationale or no rationale. (Author/GK)

Effectiveness of cognitive training on older adults performance on the fluid ability of figural relations was examined. A pattern of differential transfer was found with greater training effects to near fluid transfer measures. Findings suggest continued modifiability of intellectual performance through cognitive intervention across the adult life…

The process by which boys from different subcultures use racial and behavioral cues in establishing their preference for unfamiliar children was studied. Racial but not socioeconomic status differences in the use of behaviors as social cues was found. (Author/GK)

In two experiments, undergraduates did/did not create a maplike representation while learning a passage, and were either forced to study the map, instructed to study, or given no map prior to reading. Free-recall data showed that forced map study benefited learners with low vocabulary scores. (Author/GK)

The types of comments students make in an end-of-course evaluation were examined and compared with those identified in earlier studies on the ideal teacher. Congruent validity of such comments were documented with overall ratings of instructor/course quality as measured by fixed alternative items. (Author/GK)

Alumni and enrolled students from 22 university departments responded to items concerning instructional, curricular, advising, and operational aspects of their major departments. Comparisons of department means showed differences between alumni and enrolled students on several items, particularly vocational guidance. (Author/GK)

The relationship between four characteristics of children entering first grade (cognitive, dental and motor development, and adaptive behavior) and achievement at the end of the first grade year were determined. Interrelationships among the independent variables were also determined. (Author/GK)

The relative effects of cooperative, competitive, and individualistic goal structures were compared on achievement and the acquisition of high-level cognitive reasoning strategies. Results indicate that cooperative interaction, promoted higher achievement and the discovery of superior cognitive reasoning strategies. (Author/GK)