Students in a coeducational liberal arts college rated faculty on two typical teaching evaluation instruments and on a semantic differential form. Findings suggest that improvement of teacher effectiveness may depend more on changes related to personality factors than on those involving classroom procedures. (Author/BJG)

Experiments showed that in verbal discrimination learning imaging the referent of the correct item was more facilitative than vocalizing the correct item, as long as the imagery structure was executed in the company of relevant motor activity. No difference between the two strategies was found in pictorial discrimination learning. (Author/BJG)

Results indicated that discovery subjects took significantly longer than verbal reception subjects in the first-, third-, and sixth-grades to reach the original learning criterion. Verbal reception subjects generally demonstrated performance which was superior to discovery subjects on all measures of retention and transfer. (Author/BJG)

This study examined the relationship between functional brain assymetry, as measured by the characteristic direction of eye movements in response to face-to-face questioning, and sitting on the left or right side of a classroom. Results are congruent with other findings comparing right and left movers. (Author/BJG)

The task consisted of categorizing a set of slides depicting concepts of freedom, nonfreedom, justice, and nonjustice. The results of the analysis indicated that abstract thinkers performed significantly better than did concrete thinkers and that performance increased as a function of grade level. (Author/BJG)

Tests were administered pre, during, and post telecast of Plaza Sesamo to children in lower class day-care centers in Mexico City. Results indicate significant differences between control and experimental groups in general knowledge, numbers, letters, and words as taught by Plaza Sesamo. (Author/BJG)

A doll choice task was administered to white and black nursery and kindergarten children by same and other race examiners. Male and female dolls were presented which differed only in skin color. Strong preference for white dolls found by previous studies was not obtained. (Author/BJG)

The hypothesis that being questioned about a narrow topic while reading enhances the recall of other material closely related is supported. The relationship between the performances facilitating adjunct questions requires further explanation. (Author/BJG)

Boys' reading comprehension was facilitated by high-interest materials, while girls were relatively unaffected by the interest level of the material. (Author/BJG)

Randomization should be employed whenever possible but the use of carefully controlled nonrandomized data to estimate causal effects is a reasonable and necessary procedure in many cases. (Author/BJG)

Good and poor readers from grades 2 to 5 were compared on conceputal style preference, cognitive tempos and attentional styles. Attentional style measures distinguished poor and good readers better than the other cognitive style measures. (Author/BJG)