A study examined the effect of interspersed postpassage questions on comprehension for second-grade children. Results from a reading comprehension test showed that although questioning instruction had little effect on the above average readers, normal and below readers made significant gains when instructed in the use of postpassage questions.…

Two experiments with college psychology classes examined answer copying during multiple-choice examinations under conditions of free and assigned seating. More answer copying occurred in the free seating situation, not accountable for in terms of the idea that answer copiers prefer to sit in the rear of the room. (Author/LMO)

For simple vocabulary items, the amount that subjects can learn during a given period of study is markedly underestimated when unusually slow presentation rates are imposed. That disadvantage apparently is less when subjects use the keyword mnemonic. The use of self-pacing or of multiple-rate conditions is suggested. (Author/LMO)

Teaching is characterized as a complex cognitive skill amenable to analysis in a manner similar to other skills described by cognitive psychology. A formal model of the process of instruction in elementary mathematics is presented and examined in light of empirical data from both expert and novice teachers. (Author/LMO)

This study examined whether the density of noncontingent outcomes limits instructor expressiveness as an effective teaching behavior in different lecture content conditions. Results indicated that for high-content lectures, instructor expressiveness facilitated achievement and confidence in students who received contingent and low noncontingent…

In an attempt to locate possible antecedents for racial differences in science achievement, measures of math and reading achievement, causal attribution, attitude toward school success, and in-class behavior were acquired from students in desegregated science classrooms. (Author/LMO)

This study compared and evaluated three alternative theoretical models of the reading-writing relationship. Reading dimensions included word analysis, vocabulary, and sentence comprehension components; writing dimensions included spelling, vocabulary, sentence structure, and story organization components. Models differed in sequential orderings of…

An experiment was designed to compare the speed with which normal and disabled readers in two age groups retrieved semantic information from memory. Results indicate that disabled readers need more time to retrieve categorical information from memory than normal readers. (Author/LMO)

This article presents a new method of inferring students' cognitive structures and their development. A modification of Reitman and Rueter's "ordered tree technique," the method generates a structure that displays important relationships assumed to be in a student's memory about concepts taken from a specific field of study. (Author/LMO)

For each of six randomly selected elementary students, their teachers were asked to predict whether the student had responded correctly or incorrectly to selected items on a standardized achievement test that recently had been administered in the district. Results were consistent with other research. (Author/LMO)

The effects of two types of interspersed mathemagenic postquestions (superordinate and subordinate) on cognitive capacity engagement during reading and subsequent performance on a recall posttest were investigated using the secondary task paradigm. (Author/LMO)

Two computer-based instructional design strategies were investigated to improve the two-phase process of concept learning by being response sensitive to error patterns. The first strategy determined the format of examples by adaptive or fixed selection; the second strategy adjusted the selection according to rules of generalization and…

A theoretically based investigation of color stimulation effects on hyperactivity was conducted. Findings were that stimulation added early or late to a sustained attention task can normalize the performance of hyperactive children and reduce their activity. (Author/LMO)

A model of early literacy acquisition focused on development in word recognition, spelling, reading comprehension, and writing and on the interrelation of growth in each of these skills. Results of longitudinal data suggest that without phonemic awareness, exposure to print does little to foster spelling-sound knowledge. (Author/LMO)

The study examined the effects of training in question generation on comprehension question performance, on quality and form of generated questions, and on accuracy of predicted comprehension. Sixth-grade students trained in question generation outperformed four comparison groups on several comprehension and metacomprehension measures. (Author/LMO)