Fifty-six field-dependent and 55 field-independent students in grades 6 through 8 were assessed on reading comprehension tasks varying in memory load and cognitive restructuring requirements. Field-independent readers outperformed field-dependent readers on tasks with high memory demands and requirements for efficient restructuring. (SLD)

The effects of practice mode and learner control in computer-based instruction on the achievement and continuing motivation of 152 seventh graders were studied. The practical implications of the finding that recall practice produced higher overall achievement are discussed. (SLD)

Sixty-seven female elementary education preservice teachers participated in a cognitive self-instructional procedure aimed at eliminating or reducing negative emotions related to student teaching by altering their self-talk. The training program significantly reduced subjects' anxiety about teaching. (SLD)

Teachers' reported instruction of strategies and metacognitive knowledge in the classroom, and their attributional beliefs about the reasons underlying children's academic successes/failures were studied, using 59 teachers from West Germany and 43 teachers from the United States. A 7-item questionnaire was administered. Implications for…

The relative math expectancies (RMEs) and math-performance attributions of 122 male and 177 female eighth graders were examined in relation to an Expectancy-Attribution process model of performance. Results from the Mathematics Attribution Scale and a RME rating scale support the model and indicate gender differences in cognitive patterns in…

Whether a developmental dissociation exists between direct and indirect tests of picture memory was studied using 29 second graders and 29 sixth graders given a 1-day retention interval. Sixth graders performed better than second graders when memory was tested directly, but the performance of both groups was comparable when memory was tested…

The extent of the direct and indirect influence of quality of instruction, motivation, quantity of academic coursework, and homework on academic achievement was investigated using path analysis. Data from the High School and Beyond Study of 28,051 high school seniors were used. (SLD)

This special section on cognition and mathematics contains an introduction and 13 articles on advances in the psychology of mathematics learning. The articles focus on how students learn to solve mathematics problems, including arithmetic computation problems, arithmetic word problems, and computer programing problems. (SLD)

A social-context longitudinal model of the early schooling process was tested using three first-grade outcomes for 1,470 Black and 69 Hispanic children (1,359 remained in the school system at the end of grade 1). Many variables influence the early schooling process, including cognitive readiness at kindergarten entry. (SLD)

The independent and interactive effects of scripted cooperation and knowledge maps (KMs) on the processing of technical materials was examined using 104 undergraduates. During acquisition, KMs had positive effects on recall of main and intermediate ideas, but the expected positive integration of KMs and scripted cooperation was not found. (SLD)

Two experiments assessed the effects of activation of prior knowledge through small-group discussion. College students (n=39) and Dutch secondary school students (n=88) were asked to elaborate on possible explanations of a natural phenomenon. Data suggested that such activation of prior knowledge can be a successful instructional strategy. (SLD)

This study tested the hypothesis that effortful interaction with a computer tool that provides reading-related guided interaction on a meta-cognitive level results in the internalization of the guidance and later improved reading comprehension. Results with 25 seventh graders in Tel Aviv using a specially designed tool--the Reading…

Goal-related detection and processing of text were studied as functions of individual differences in reading ability for 43 fourth-grade students. The awareness that relevant information was present greatly improved the performance of more able readers; poor readers gained no advantage from a similar difference in awareness. (SLD)

The self-perceptions of 86 learning disabled students in grades 3 through 8 were investigated using the Perceived Competence Scale for Children of S. Harter (1982). Results indicate that social comparison processes are important in the formation of learning disabled students' perceived academic competence. (SLD)

In 2 experiments involving 64 undergraduates words central or peripheral to a script appeared in scripted and nonscripted versions of a story. Efficiency of lexical access was measured by word reading time or naming latency. Data provide little evidence of script-related facilitation of lexical access, thus supporting the modularity theory. (SLD)