The effects of number of objective-relevant sentences on learning from texts ranging in length from about 800 to 3,000 words were investigated in two related experiments. (Author)

Correlations between environment measures and mental ability tests scores presented by Marjoribanks were examined for the presence of factors common between the two sets of measures. A single latent common factor was found to account for all but a small portion of the total variance. (Author/SE)

Harris and McArthur concluded that Marjoribanks' measure of the learning environment of the home was not differentially related to mental ability test performance. It is argued, here, that a canonical correlation analysis provides a better explanation of the data than Harris' and McArthur's interbattery factor analysis. (Author/SE)

The Positive Reinforcement Observation Schedule was used to obtain data concerning expressed preference for and observed use of positive reinforcement in integrated classrooms taught by 30 black and 30 white female elementary school teachers. The results are related to previous research and implications are drawn. (Author/SE)

College students received either one half of the objectives for a certain test or no objectives at all. The subjects with objectives performed better than those without on posttest items referenced to their objectives (relevant learning) and less well on items not covered (incidental learning). Findings conflict with previous research. (Author/SE)

The presence of questions improved retention for material directly related to the questions but not for incidental information, and their presence had no effect on the amount of retroactive inhibition. (Author)

Two rule-based mathematics curricula were compared experimentally. The discrete rules curriculum was cut from 303 lower order rules to 169 rules plus 5 higher order rules by a higher order curriculum. Higher order curriculum subjects were taught less, but learned more. (Author/SE)

Behavioral measures indicated that nonparticipant observation increased the frequency, but not the appropriateness, of teacher-pupil interactions and did not affect the appropriateness of student behaviors. (Author)

This study, which collected first grade teachers' early impressions of students, focuses on why teachers assign students to perceived categories of attachment, concern, indifference, or rejection. The findings indicate the student attributes associated with the formation of these four teacher attitudes. (Author/SE)

Using a computer assisted learning task, subjects were assigned to an example-only, objective-example, rule-example, or objective-rule-example treatment. The subjects were required to meet minimum criterion performance at each level of the task. The findings discuss the use of objectives, rules, and examples on student performance. (Author/SE)