This research is designed to explore the manner in which people read and use procedural information presented in text and illustrations. Recent theories are considered for their implications in this issue. (Author/GK)

An attempt is made to manipulate depth of processing by inserting in text verbatim, paraphrase, or inference questions after every paragraph of the passage. Findings are discussed in terms of a "levels of processing" analysis. (Author/GK)

Children at three age levels (four-, six-, and eight-year-olds) were asked a series of class inclusion questions presented verbally, visually, and kinesthetically. Analysis of correctness of reasons showed main effects of age and of condition. (Author/GK)

The effects of cooperative versus individualistic learning experience were compared on interethnic interaction among fourth-grade students. Results indicated that cooperative learning experiences promote more cross-ethnic interaction in both instructional and free-time activities. (Author/GK)

This study concerns the role of structural properties of scientific prose: description of relations and explanation of mechanisms. The latter is isolated as a characteristics related to creative problem solving. (Author/GK)

A three-stage testing program was used to assess the validity of arguments concerning the relationship emanating from teacher attitudes/achievement leading to pupil attitudes/achievement. Findings indicated that high achievement/attitudes in teachers were related to high pupil achievement but less favorable. (Author/GK)

A research synthesis of the influence of peer groups on elementary and high school students' achievement and educational/occupational aspirations is presented. Strength of the peer influence-outcome relationship was higher in urban settings and when peer influence was determined by individuals reporting achievement levels of their best friends.…

The influence of an adult model's degree of persistence and statements of confidence were studied with 100 first and second grade Black and Hispanic children from a lower-class, urban school. The model duration of performance and statements of confidence increased the children's degree of persistence. (Author/GK)

This investigation provided empirical data and addressed theoretical issues regarding the Educational Set Scale (ESS) and theory. An expanded model is proposed and directions for future research are suggested. (Author/GK)

The influence of elated and depressed moods on affective evaluation of sentences and efficiency in learning these sentences was explored. Results indicate that elated moods facilitate clear differentiation between pleasant and unpleasant sentences as well as remembering them, whereas depressed moods lead to indifferent evaluations. (Author/GK)

This study investigates the unique and common contributions of global self-concept, academic self-concept, and need for academic competence to the variance in academic achievement of inner-city, Black adolescents. Results indicate that academic self-concept and need for academic competence accounted for significant proportions of criterion…

This study examined the effects of a particular model of direct instruction, focused instruction (FI), and two alternative student evaluation structures, individual learning expectations (ILE) and relative standing (RS), on students' mathematics achievement and attitudes. Results indicated that focused instruction and certificates of recognition…

The relationship of family constellation and sociocultural variables to intellectual performance was examined. A language/schooling factor consisting of language of child and parents, parents' schooling attainment, and country of parents' education was the best predictor of intellectual performance. (Author/GK)

Learning disabled and slowly developing readers were assigned to reading instruction programs on context cue use differing only in extent of pupil control over determination of errors. Results indicated no main effect for experimental condition. Interaction was found, however, between pretreatment locus of attribution and experimental condition.…

Literature generated by Liebert and Morris's two-component conceptualization of test anxiety, and other related theoretical and research programs are reviewed. Recent advances in assessment are noted and a revised worry-emotionality questionnaire is presented, along with the factor-analytic evidence on which it is based. (Author/GK)