In two experiments, instruction in a hierarchical summarization study strategy focusing on the organization of ideas in a text was compared with the procedure of answering questions after reading. Fifth-grade student comprehension and memory were enhanced but were found to be affected by mastery of the strategy. (Author/CM)

Kindergarteners asked to predict which of 18 unrelated pictures they would be able to recall were shown to be as discriminating as older children at predicting memorability in a signal-detection analysis. Justifications for why items were memorable showed increased reference to item and task characteristics with increased age. (Author/CM)

Three experiments assessing the effects of nonbizarre versus bizarre pictorial elaboration on the paired-associate retention of noun pairs were conducted with kindergarten and second-grade children. Both pictorial elaborations were found to facilitate performance relative to a standard presentation condition and forgetting of pairs was equivalent.…

Developmental differences in reasoning ability and item processing demands are analyzed in a study of cognitive determinants of number analogy performance in two IQ levels of elementary school children and college students. The amount of solution-related information in working memory was the crucial processing demand. Process differentiations of…

The normative environments of single-sex independent schools were found to be more academic, with greater task and competition orientation, than coeducational independent schools. Representative independent schools were compared to each other and to public schools with a discussion of learning involvement, function, purpose, and student and…

Skill in word analysis and synthesis (WASS) and the reading approach of phonics versus whole word instruction were the test variables of achievement related to prereaders' emotions in dimensions of hyperactive/distractible, hostile/aggressive, and anxious/fearful. The two instructional approaches in reading lessons were differentially effective…

In rating the appropriateness of nontraditional jobs for men and women, indications are that students' attitudes can be changed by exposure to nontraditional models. The study of written job descriptions which were rated by students analyzes male and female sex-typed attitudes and beliefs about appropriateness of gender to career. (CM)

Considering content, task-execution and subject variables in metacognitive and cognitive performance, analogies with integral or separable attributes were solved by selected undergraduate students with training in one of three task strategies or no strategy training. Training success, subject awareness of variables, score correlations, and…

Student attendance at help sessions before an examination indicated by attitudinal and behavioral data that those most likely to seek academic help had performed poorly in the past, attributed their performance to remediable factors and received information about session usefulness. Ability, effort and external attribution significance are…

Sternberg (1981) presented correlations based on independent samples of about 25 cases each with a statistical comparison in a population parameter of zero and interpreted his results as if with appropriate tests. He needed to use a nonzero population parameter and compare for the difference between the z transformations. (Author/CM)

Sternberg's reply to paper Humphrey criticizes (see TM 507 045) includes: (1) invited position paper and detailed statistical testing would have been inappropriate; (2) Humphrey commits some of "misdeeds" of which he accuses Sternberg; (3) number of cases in the three nonentrenchment experiments are more than adequate for drawing conclusions; and…

The multidimensionality of self-concept and the use of factor analysis in the development of self-concept instruments are supported in multitrait-multimethod analyses of the Sears and Coopersmith instruments. Convergent validity and discriminate validity of subscales in factor analysis and multitrait-multimethod analysis of longitudinal data are…

Science achievement was found to be significantly related to teacher variables and pupil engagement when teacher waiting time (TWT) and question quality were manipulated. Pupil attending and generalizing were enhanced by a mean TWT of 3 seconds when questions were relevant, clear, and at varied cognitive levels. (Author/CM)