The purpose of this study was to test a specific hypothesis with regard to how cloze retrieval takes place once semantic constraints are recognized. Results from human subjects and computer simulation suggested that increase in latency between the two- and three-semantic-constraint conditions was not artifactual. (JAZ)

This study tests a model of classroom structural and interactional variables postulated as influencing students' achievement expectations. Hypotheses concerning structural differences between classrooms were unsupported. Hypotheses concerning positive teacher-student interactions in low- compared with high-differential-treatment classrooms were…

The degree to which Anglo- and Mexican-American first-grade teachers can accurately decode nonverbal indicants of comprehension and noncomprehension was examined. Teachers perceived boys as understanding more than girls. Slight cultural differences were found in children's behavior, but it did not affect teachers' interpretation. (JAZ)

Items from two North American instruments, designed to measure students' evaluation of teaching effectiveness, were administered to university students in different countries. Most of the items were judged by the students to be appropriate and important. Statistical analysis showed strong support for both the convergent and divergent validity of…

This study tested the multifaceted, hierarchical structure of self- concept (SC) against alternative models and determined whether academic SC can be discriminated from academic grades. Results supported the multidimensional interpretation of SC and demonstrated that general SC could be interpreted as distinct from but correlated with academic SC.…

This article demonstrates that the usual first-order factor model is inappropriate for analyzing the factor structure of creativity and intelligence tests. An alternative model that allows for the estimation of unique covariance between the fluency and originality scores is proposed. (Author/JAZ)

Two experiments show that performance impairment after failure can occur in different ways, depending on the goals, values, self-perception, sex, presence of an observer, and other attributional tendencies of the individual responding to that failure. (JAZ)

This study examined whether familiarity with content influences performance on conditional reasoning problems of the form P implies Q independently of ease of generation of specific examples of "Q and not-P." Results indicated that increased content familiarity resulted in higher performance levels. (Author/JAZ)

Private preschool and Head Start teachers' interactive behaviors with children of middle and lower socioeconomic status and with boys and girls were compared. Statistical analyses indicated that teachers of lower SES children had fewer verbal communications with children and more interactions with other adults. (Author/JAZ)

Adolescent self-esteem and sex role perceptions were examined as a function of academic achievement in 140 seventh-grade boys and girls responding to a self-esteem inventory. Results of the standard instruction investigation showed a significant but moderate difference in self-esteem levels in favor of the boys. (Author/LMO)

Two parallel studies evaluated the manner in which variations in sociometric formulations highlight differing effects of academic status on social acceptance in the classroom. The contingency between sociometric formulation and outcome was consistent with level of aspiration and social exchange theories. (Author/LMO)

The self serving effect (SSE), the tendency to accept responsibility for one's own successes but not failures, was examined in three studies with adolescents. Results showed individual differences in SSE size were logically related to differences in: (1) academic self-concepts; (2) academic self-concepts inferred by significant others; and (3)…

A study tested the hypothesis that intrinsic motivation would be maintained after receipt of nonthreatening, task-related evaluation and undermined after repeated non-receipt of feedback or receipt of controlling normative grades. Results confirmed the hypothesis and revealed significant group differences in intrinsic motivation as reflected in…

Evidence is presented to demonstrate that arranging word lists on distinctive visual patterns results in better recall performance than does presenting the same word lists on a pattern that is always the same. Results of three experiments using college age students are reported. (Author/LMO)

College students with varying degrees of prior conceptual understanding of a scientific topic were randomly assigned to a program-controlled or a learner-controlled treatment in a sequence of computer-assisted video learning. (Author/LMO)