An experiment was conducted that contrasted a variant of computerized adaptive testing, self-adapted testing, with two traditional tests. Participants completed a self-report of text anxiety and were randomly assigned to take one of the three tests of verbal ability. Subjects generally chose more difficult items as the test progressed. (Author/LMO)

In two experiments, college undergraduates completed a 20-frame instructional program and did or did not receive feedback following each frame response. Feedback groups outperformed the controls on the 20-item criterion test, but subjects who received repeated feedback showed the greatest probability of correcting an instructional error.…

The standardization sample of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) was the basis for an analysis of the WAIS-R subscales in relation to demographic variables. Canonical correlation with orthogonal rotation of composite structural components was performed in order to determine interrelations between both sets of variables.…

Two studies investigated the impact of information about the effort and performance of others on students' anticipated affects and judgments of competence given success in task-involving and ego-involving contexts. Without social comparison information, competence and positive affects were judged higher when students were asked to imagine…

Children's judgments of confidence were examined following performance on a cognitive task as a function of age and skill and the presence or absence of feedback. Results suggest that domain-specific knowledge, in conjunction with feedback, may help young children compensate for developmental factors associated with an unrealistically high degree…

Two experiments investigated some of the cognitive and affective causes of interest and liking. Results did not support the hypothesis that degree of surprise per se causes interest. The hypothesis that interest and liking arise from different causes was supported. (Author/LMO)

Two studies investigated an information processing model in explaining the poor academic performance of highly test-anxious students. The first measured the organization of course material by students in a nonevaluative situation; and the second differentiated types of highly test anxious students by their information processing skills.…

An analysis of the effects of three kinds of teacher comment (social-comparison, subject-matter,and intraindividually oriented) accompanying grades in mathematics is presented. Subjects were 385 students from grades 6 through 10. In analyses of variance, an interaction between type of comment and the student's prior performance level was revealed…

Two types of poor readers are identified and compared with each other and with a comparable group of good readers for performance on a series of metalinguistic tasks. The specific problem underlying each of the two types of poor readers is shown to be related to two separable components of metalinguistic skill. (Author/LMO)

Students were randomly assigned to read a text passage displayed on microcomputers in one of four conditions: (1) required reviewing of main; or (2) alternate text when responses to adjunct questions were incorrect; (3) reading with adjunct questions; and (4) reading without adjunct questions. (Author/LMO)

The proposition was examined that for children from different family groups, there are variations in relations among their ability, attitudes toward school, and academic achievement. The study indicated that the family may act as a critical substratum variable that influences the relations between children's attitudinal and cognitive attributes…

Beliefs about children's performance in mathematics were examined through interviews with mothers and their sixth-grade children in the People's Republic of China (PRC) and in Chinese-American and Caucasian-American groups in the United States. (Author/LMO)

A study was conducted to extend the findings of Meyer (1975) on forward transfer theory, by examining a different subject matter (four science passages) and different adjunct question types (verbatim recognition vs. conceptual short-answer essay). Results were consistent with the forward transfer theory of adjunct questions. (Author/LMO)

Three hypotheses on children's social attributions were tested using children from elementary grades as subjects. The results indicated that children attributed their positive outcomes more to ability, effort, and luck than they did their negative outcomes. This effect did not depend on the person to whom they made attributions. (Author/LMO)

Sociometric differences between mainstreamed mildly handicapped and nonhandicapped Black and White students were investigated in a factorial design by using three indexes of peer acceptance. Results indicated differential patterns of peer acceptance. There were no main effects for race or sex; there was a significant multivariate Sample x Race…