Questioning why illustrated text is commonly used for children in the absence of significant proof of its usefulness, the present author undertook a study to measure fourth graders' retention of three variations of a story book text. Results indicate illustrations have several effects on retention. (BJG)

Educable mental retardates and normal grade school students were presented seven classes of materials in both visual and auditory modalities for the determination of immediate memory span thresholds. Major conclusions included auditory presentation produces higher thresholds than visual, and retarded children may employ different processing…

According to the present findings, the presentation of evidence which contradicts or contradicts and supports existing beliefs produces greater interest in and examination of the experimental topic than would otherwise occur. Retention is also increased. (Author/BJG)

Subjects were seventh graders in Australia and indigenous ninth graders in Paupa, New Guinea. Results indicate the pattern of acquisition of interpretative skills was substantially the same for both groups of students, irrespective of their cultural backgrounds, providing cross-cultural evidence for the principle of hierarchical learning.…

Success and failure were experimentally induced by means of a puzzle task, and subjects were then required to perform two dependent tasks from which outerdirectedness was inferred. Results supported the hypothesis that children shift from an outerdirected to an interdirected problem-solving style as age increases. (Author)

The multitrait-multimethod matrix was used to determine the convergent and divergent validity of the conceptual tempo. (Author/BJG)

Results indicate that reward and ignore conditions were not different but both yielded higher imitative scores than the punishment condition; same-sex models yielded higher imitation scores than opposite-sex models; lowest imitation scores were obtained by children exposed to a male experimenter and a female model. (Author/BJG)

IQ correlated moderately with achievement. In general, diagnostic teaching exceeded IQ in predictive effectiveness. (Author/BJG)

The impact of male and female college students' grades, achievement, and attitudes of the respective "correction" procedures used in Bloom- and Keller-type mastery learning strategies was investigated. Findings indicate periodic corrections, using Bloom's strategy, may improve students' ability to apply course material. (Author/BJG)

Results indicate that students possessing an external locus of control contracted for and ultimately earned lower grades, began working more slowly, reported more state anxiety during oral assessments, and performed more poorly on a written final examination than their more internally oriented peers. (Author)

The effect of three model variables on student performance of syntactic and semantic language behaviors in the absence of direct or vicarious reinforcement was examined. Subjects were sixth-grade students of both sexes attending New Mexico Schools. Half of the subjects and models were Chicanos and half were Anglos. (BJG)