Results indicate that although latent ability estimates may be significantly increased by a short intervention, modifiability depends on the type of intervention. Futhermore, it was found that general types of relationships may effectively mediate analogy item solving. (Author/BJG)

Results suggested that auditory-visual integration ability in this sample was developmental; however, the subjects functioned at a lower level than would be expected of middle-class students. The effects of grade level, sex differences, Intelligence Quotient, and single-modality auditory and visual functioning were examined as possible moderating…

Results indicate that increased cross-sex competition increases fear of success in females. It appears, however, that the motive is largely formed before a girl reaches high school and that females who have not learned to avoid success in the presence of male classmates in elementary school do not fear success. (Author/BJG)

Subjects of several ages were asked to copy, trace, or point to the beginning of a set of shapes. The aim was to determine the extent to which sequential behavior was consistent across tasks. With one notable exception, behavior was consistent. (Author/BJG)

The findings provided no evidence that learning-to-learn effects exist with prose materials and suggested that repeated use of the multiple-choice test produces interference at the higher levels of learning. (Author/BJG)

The results indicated that administering team rewards to heterogeneous groups of students helped reduce race and sex barriers inhibiting student interaction. The team effect on reducing cross-racial barriers was particularly potent for the helping relationship. (Author/BJG)

Results suggest that knowledge of student learning outcomes and reduction of intent action discrepancy have minimal impact on teacher decisions to modify classroom procedures. (Author/BJG)

Findings indicate that the Follow Through Program was highly beneficial to those children who participated in it. The longitudinal and cross-sectional evidence together point to the conclusion that the gains accruing from compensatory education programs are commensurate with the duration and amount of effort which are expended on these programs.…

The patterning of recall of linguistic subunits was found to be strongly related to the semantic dimensions of abstractness-concreteness, specificity of denotation, comprehensibility, and interest. (Author/BJG)

The interaction of reading ability with serial position indicates that short-term storage is equally robust for dyslexics and normals but that long-term storage is impaired for dyslexics. (Author/BJG)

The primary finding of this study was that performance increments found with whole presentations of instructional objectives could be achieved with part presentation of objectives and text. In fact, the part presentations resulted in ever greater intentional learning than whole presentations. (Author/BJG)

The results of this study support earlier contentions that standardized intellectual ability and school achievement tests are quite heterogeneous with respect to cognitive style requirements. The findings indicate, however, that additional variance was accounted for by cognitive style measures beyond that of verbal and nonverbal IQ relation to…

Results show that teacher techniques of maintaining appropriate lesson continuity vary between reading-demonstration formats and individual-construction formats. (Author)

Eighty subjects read six passages from a mathematics text that were supplemented by three question types. The results showed that different inserted practice questions result in differences in what is learned. (Author/DEP)

The results show that the delay-retention effect occurs under conditions approximating those of real instruction and confirm the interference-perseveration interpretation of the phenomenon. (Author)