A meta analysis of research on children's attributions for success and failure was conducted to test the adequacy of the egotistic bias hypothesis for children in grades one to seven. Results supported the egotism hypothesis and indicated that both question wording and research context are important determinants of children's attributions.…

This study compares the reading achievement of beginning readers in kindergarten who were assigned to two reading groups: (1) cipher readers and (2) phonetic-cue readers. Results showed that the first group did better in both reading and spelling. The importance of beginning readers advancing beyond cue reading to cipher reading is emphasized.…

The differences in children's ability to answer inferential questions from pictures, print, and print with pictures was studied. The results indicated that the students performed better in the picture-only and print-with-picture conditions. The more skilled readers scored higher than the less skilled in print only condition. (Author/JAZ)

Reading comprehension scores, course examination scores, grade point average (GPA), and Scholastic Aptitude Test scores were analyzed to test the hypothesis that the comprehension of reading materials could be used to predict learning performance. Results showed that course-relevant reading comprehension was a predictor of course performance but…

In two experiments, the importance of mnemonic illustrations for improving the learning and memory performance of learning disabled adolescents was studied. Results showed that students learned more when they studied passages with mnemonic pictures and that mnemonic instruction facilitated students ability to make inferences about information…

The relationship between general metamemory and how well university students performed on in-class multiple choice exams was studied. Correlational and contingency analysis showed a positive relation between classroom performance and students' recommended use of organizational and self testing strategies when they planned study for a free-recall…

The first study investigates the validity of the Preschool Language Assessment Instrument as a diagnostic tool for differenciating the ability of language impaired preschoolers to use language to communicate complex ideas. The second study evaluates the relative effectiveness of two software environments that were expected to enhance children's…

Feuerstein's mediated learning theory was applied to a deaf population for investigating the cognitive modifiability of this population. The learning Potential Assessment Device (LPAD) was employed for determining transfer of learning along cognitive and behavioral dimensions. Results showed that the groups who received examiner mediation…

Two experiments investigate how attributes of peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school. Children in the single-coping-model, multiple-coping-model, and multiple-mastery-model conditions demonstrated higher self-efficacy, skill, and training performance,…

This study examines developmental differences in the use of praise and blame as attributional cues among children ages 4 to 12. It was found that the oldest children inferred lower ability given praise and the absence of blame, while the youngest children, with higher ability inferred given praise, and lower ability given blame. (Author/JAZ)

This study examined same-sex and cross-sex help exchanges in reading and math classes among third and fifth-grade students. Students sought help more frequently from same sex. Girls, more than boys, reported liking their boy helpers as much as their same-sex helpers. (Author/JAZ)

This study attempts to understand the American and Japanese cultural and ethnic differences in student's mathematics scores from the perspective of differential cognitive organization of number resulting from differences in primary-language characteristics. The relation between cognitive representation of number and mathematics achievement are…

Compared with data from civilian institutions, data from two graduating classes at the United States Military Academy showed extrordinary stability of independently calculated grade point averages from freshman to senior years and no decline in the validity of Scholastic Aptitude Tests and high school class rank as predictors of these GPAs over…

Long-term retention of new vocabulary meanings acquired through keyword or semantic-context methods was assessed in two experiments. College students learned 30 English vocabulary-meaning pairs. They were tested on cued-recall performance one week later. Although the keyword method facilitated initial learning of the vocabulary meanings, it did…

This study shows that a larger portion of faculty rating variance can be explained by students' subjective assessment of learning than by actual course grades. It is concluded that perceived learning is a significant predictor of both summative course and professor ratings. (Author/JAZ)