Cognitive load theory was explored in 3 conditions among 96 third graders in nonisomorphic analogical transfer (problems do not have identical structures, constraints, and problem spaces). Conditions under which children best adjust the base to the target are discussed, and implications for transfer are reviewed. (SLD)

A dynamic measure (number of examples needed to reach mastery) predicted transfer but not maintenance of a learned strategy for 64 third graders trained by scaffolded (n=32) or nonscaffolded (n=32) methods. A static measure had some predictive utility in the nonscaffolded condition. The potential superiority of scaffolded instruction is discussed.…

In a cross-sectional study of 95 kindergartners and 89 second graders, confirmatory factor analysis of a battery of phonological and control tasks was used to compare models of young readers' phonological processing abilities. Results suggest that phonological abilities are best conceptualized as relatively stable and coherent individual…

Follow-up evaluation data were collected after one year on a program to teach young children about phonemic structures. Results with 63 experimental subjects in first grade and 56 controls indicate that children who enter school with advanced phonemic awareness score high on measures of word identification, decoding, and spelling. (SLD)

The relationship between reading subcomponent efficiency and comprehension processes in terms of resource competition was studied in 2 experiments with 138 undergraduates and college-age volunteers. Results suggest competition for limited attentional resources when readers follow text presented at a preset rate, supporting a compensatory-encoding…

A study with 28 fourth graders, 30 eighth graders, and 30 college students demonstrates that the relationship between knowledge of the requirements of a globally coherent essay and the ability to produce such an essay generally remains statistically significant when the effect of grade level is removed. (SLD)

A theoretically based structure-mapping model of writing from sources was proposed and tested with 34 male and 50 female undergraduates who wrote a comparison-contrast essay about 2 passages. Results suggest that the model, adapted from work of D. Gentner, is useful in describing use of sources in writing. (SLD)

This study surveyed personal factors influencing reasoning of 61 adult citizens about federal budget deficit solutions. Reasoners were motivated to present a strong argument for their answers and generally did not offer counterargument unless prompted to do so. Education level was not significantly related to quality of argument. (SLD)

In interviews about the fairness of teaching practices, 113 high-ability students aged 6 to 18 years (in 6 age groups) typically chose peer tutoring as the fairest. High-ability students do not emphasize self-interest when evaluating fair practices. Children's evaluations of institutional practices reflect their developing conceptions of social…

Concepts of authority with regard to type of authority directive and social context were studied for 30 male and 30 female elementary school students in 3 age groups from kindergarten through grade 6. Children conceptualize authority with respect to social position and within the bounds of specific social contexts. (SLD)

The growing body of research investigating how people search for or locate information in a variety of materials is reviewed and extended. Although the nature of materials and the complexity of locating tasks varies in the seven articles, each aims to elucidate the conditions that affect search processes. (SLD)

Studied whether individual differences in print exposure and exposure to other media can account for individual differences in acquired declarative knowledge, controlling for confounds between experience and ability. Results with 268 undergraduates (90 males and 178 females) suggest that exposure is a significant contributor to knowledge…

The relationship of print exposure, measured by the Title Recognition Test (TRT), to word reading and reading comprehension was studied for 36 reading-disabled and 49 nondisabled students in grades 5 through 9. The power of the TRT to predict word reading and reading comprehension is discussed. (SLD)

The knowledge of college students about conditions under which particular reading tactics are appropriate was studied. Results of 2 experiments with 377 college students identified 10 distinct categories of reading situations, which constitute an approximation of a typology of reading situations that could organize research on reading strategies.…

In 2 studies involving 125 undergraduates and 31 community college students, respectively, the construct of involvement in discourse was explored, focusing on typical academic reading and writing. Results suggest that discourse involvement is a state of engagement in a task, influenced by cognitive and motivational/affective factors. (SLD)