The study examines one aspect of the relationship between decoding and comprehension--that between word difficulty, decoding ability, and access of single-word meanings. Results indicate that decoding ease and extraction of word meanings are related and suggest that decoding ability must be considered a factor in reading comprehension. (RC)

The study investigates two variables that are likely to affect teacher efforts to control students: student motivation and the principal's commitment to the control of students. Results support the argument that the values of colleagues can affect a teacher's efforts to control students and his commitment to the unilateral control of students. (RC)

The experiment studied the relationship between anxiety and the next-in-line effect in recall using two groups of college students. The next-in-line effect was no greater for subjects classified on the basis of the Fear of Negative Evaluation Scale as being highly anxious than for low-anxiety subjects. (RC)

The hypothesis that reorganizing written material while taking notes would aid free recall was evaluated in two experiments with high school juniors. Results are discussed in terms of the encoding variability hypothesis which predicts that reorganizing material aids recall. (RC)

Fourth-grade poor comprehenders were not affected by the disruptive effect of syntactic and semantic violations, while good comprehenders exhibited an increasing number of errors across semantic and syntactic/semantic violations. (RC)

Investigates the relationship between performance on field-independence tests and two variables which may be thought of as important determinants of performance on a variety of cognitive tasks: impulsiveness and previous education. (Author/RC)

Investigates how performance on syntactic structures is affected by the complexity of the surrounding sentence. To investigate possible relationships, two classifications of syntactic structures were tested in both simple and complex sentences. (RC)

Nonverbal behavior tended to reflect whether a teacher was dissembling or truthful. When being truthful, teachers revealed their underlying affective states; but when lying, there was no difference in nonverbal behavior according to affective state. Teachers' nonverbal behavior also tended to occur differentially according to the publicness of the…

The experiment investigated the effects of feedback on fluctuations in immediately experienced test anxiety. In two studies, college students responded to a brief test anxiety questionnaire in the context of a course examination, during which experimental subjects received item-by-item feedback. (Author/RC)

The experiment studied the differential effectiveness of two methods of blending instruction on the ability of prereaders to decode synthetic words. Findings indicated the superiority of auditory-visual training over auditory, with both methods significantly superior to practice on sound-letter association (the control group task). (RC)

In a paired associate task, readers and prereaders were taught five words as oral responses, each word paired with a distinctive nonsense figure. The results raise doubts about the effectiveness of teaching beginning readers sight vocabulary words printed on flash cards. (RC)

The storage and retrieval of individual sentences occuring in small sets was substantially enhanced when the sentences were nominally linked by common concepts and when the learner was encouraged to process them semantically. Sentence recall was also positively increased when the learner perceived them to be in a meaningful order. (RC)

Fifth-grade boys solved sets of achievement-related puzzles, working in pairs in which one succeeded and one failed. Results showed the reward structure of the performance setting was an important determinant of self and interpersonal evaluations. Competitive conditions caused self-punitive behavior for failure outcomes and some ego-enhancing…

High verbal subjects were much faster than low verbal subjects in making taxonomic category identity matches and homophone identity matches. High verbals were also faster in making physical identity matches. Males did not differ from females in the time required for any matching tasks; however, they made slightly more errors. (Author/MV)

Using recognition tests with new and old exemplars (multiple-component characters) and prototypes (common components), the traditional language learning technique of paired-associate training with exemplars of Chinese characters and specific English translations led to the poorest performance of the three methods tested. Learning either exemplars…