The effectiveness of the learning cell, or student dyad, for the acquisition of principles of probability was explored in Grades 5, 9, and college age. Analysis indicates that student's evaluations of the learning cell was unrelated to achievement. (Author/DEP)

The relationship between learning strategies and cognitive abilities was examined in a series of three experiments. Results suggest that differential interrelations can be demonstrated as long as the processes and strategies forming the link between the two are potent and understood. (Author/DEP)

The effects of task-focused and approval-focused desists were investigated under conditions of limited information. Eighth grade students heard one of two tape-recorded desists. They then rated the target of the desists and the teacher who gave it on personality trait and degree of confidence scales. (Author/DEP)

Tests whether third grade school achievement can be enhanced by training children to conserve 1 or 2 years prior to the time they would be expected to spontaneously conserve substances. (Author/DEP)

The effects of the label "mentally retarded" on peer attitudes was examined among third-grade pupils. The results show that labels should be considered only as they interact with specific behavior. (Author/DEP)

Results suggest that a significant proportion of observed race differences on some performance tasks may be attributable to a failure of many blacks to use spontaneously an efficient verbal strategy rather than a genetic reasoning deficit. (Author/DEP)

Studied the relationships of assessments of divergent-thinking performance and intellectual aptitude at fifth and tenth grade to nonacademic attainments assessed with a biographical questionnaire in the tenth grade and upon graduation. (Author)

Middle-class Caucasian children in grades 2, 4, 6, 8, 10, and 12 were examined to determine the effect of sex role standards on reading and arithmetic achievement. Results indicated agreement between the sexes on perceptions of what constituted girls' activities and disagreement on perceptions of what constituted boys' activities. Sex role…

Solution processes for simple arithmetic word problems are examined in three dimensions: the order of mention, the identity of the unknown, and the type of verb. The influence of mathematical and linguistic factors in these processes are discussed. (BJG)

No relationship was found between social class and 12 Wechsler Intelligence Scale (WISC) for children subtests, the WISC Overall total, the WISC Verbal Subtests, the WISC Verbal total, or the WISC Performance total. A relationship was found between social class and the six WISC Performance subtests. (Author/BJG)

Subskills and strategies necessary to improve reading skills are considered. The hypothesis/testing model, useful at the intermediate reading level, is presented. Two experiments, with retarded and normal children, respectively, indicate hypothesis/test model success. Task analysis on model components is used to generate the seven subskills. (BJG)

With contingency reinforcement, students with externally imposed or self-determined academic standards did comparable work. When contingent reinforcement was dropped in an extinction phase, external imposition subjects tended to outperform self-determination subjects. Experiment serves to demonstrate the utility of self-management as an…

One half of the subjects were introduced to a professor using a written biographical description including a positive teaching evaluation, while with the other subjects a negative evaluation replaced the positive one. Following the lecture, subjects completed a teaching evaluation. The two lectures differed only in the material presented.…

Secondary analysis of the International Association for the Evaluation of Educational Achievement findings suggest early school entry results in higher mathematics achievement, but not reading or science achievement, as measured at ages 10 and 13. Possible explanations lie in developmental learning sequences, variations between homes and…

Utilizing careful, empirical definitions of lesson kinetic structure, the authors tested two hypotheses: student content achievement is directly related to lesson content structure; and, awareness of commonality and theme development is directly related to lesson content structure. Student achievement seems to be related to communication…