Investigates a subject's internalized goals and the relationship of the goals to test performance as a function of different learning instructions. Stating specific goals was found to produce the most significant results among subjects. (Author/DEP)

Teacher expectations affect the quality of teacher interactions with students, while the quantity of such interactions is unaffected. (Author/DEP)

Suggests that interracial differences in mean IQ might be erased depending upon the social psychological characteristics of the test setting and the socioeconomic background of the testee. (Author/DEP)

Middle class students received significantly more nonverbal reinforcements than lower class students. However, a reliable difference in frequency of verbal reinforcement was not observed. (Author/DEP)

Provides evidence of the existence of serial position and isolation effects in a classroom lecture simulation involving extended meaningful discourse. Isolating an item facilitated learning of that item. (Author/DEP)

Counter conditioning procedures reduced text anxiety in fifth and sixth grade children and improved their Digit Span performance but not Vocabulary performance on the Wechsler Intelligence Scale for Children. (Author/DEP)

Undergraduate students participated in a study to measure the effect of variables influencing teacher rating. Overall, students rated their instructors more positively when they believed evaluation was sponsored by the faculty rather than a student group. (Author/DEP)

The principal finding of this study is that supplementing verbal description with graphic analogies results in better learning and more positive student attitudes than presenting only verbal descriptions, which supports the view that external imagery also can facilitate complex concept learning. (Author/DEP)

Several teaching conditions were employed with weekly testing or midterm-final testing used in each. Academic performance of students was found to differ significantly as a function of both teaching conditions and testing methods. Post-course student evaluation was significantly different as a function of the two schedules. (Author/DEP)

The influence of listening to humor on creativity tests of adolescents is investigated. It was found that those adolescents who listened to the record performed significantly better on a creativity test than control groups. (Author/DEP)

This investigation deals with developmental changes in children's ability to process graphological features of words. The graphological features studied were letter positions and word shape. (Author/DEP)

Suggests that A-Trait may have a direct influence on achievement in addition to influencing it through A-State. Results confirmed expectations that A-Trait is relatively stable over time and that A-State is less stable. (Author/DEP)

Patterns of behavior stably related to achievement across academic settings may be dissimilar among groups of children in the same setting with different levels of achievement. (Author/DEP)

Investigates the relationship between individual student rates of volunteering in the classroom and the differential rates of teacher questions directed to that student and the percentage of students volunteering approved by the teacher. Results imply that students control whether they receive a directed question and how frequently the teacher…

Verbal self-instruction was employed in training impulsive first-grade children to perform visual discrimination matching tasks. Posttests, following the four training conditions, showed that while strategy training increased latency, self verbalization both increased latency and reduced errors. (Author/DEP)