Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)

Major purpose of this experiment was to test a notion suggested by Gagne that operations, as described by Piaget, are more dependent on learning than on development. It was concluded that the results supported Gagne's cumulative learning model rather than the notion that operations are primarily dependent upon maturation. (Authors/CB)

In agreement with prior studies, syntactic order produced better recall, and recall errors were semantically related to the narrative. The more vivid versions of the paragraphs produced higher recall suggesting that imagery may play a role in recall. (Authors)

Results suggest that: understanding can be defined in terms of information stored; and traditional learning concepts and measures are inappropriate for investigating the important effects involved in reading and auding'' prose. (Author/CB)

Several skills important to successful learning by discovery were found to be less essential to successful learning by rule. Results also supported the hypothesis that the outcome of discovery is the structural integration of previously known concepts, while the outcome of rule learning is the addition of new structure. (Authors)

Internals, but not externals, used time in a manner systematically related to item difficulty. These differences in time utilization may explain why the sense of control variable, although unrelated to ability, is a predictor of achievement test scores. (Authors/CB)

Deficits in position memory particularly seemed to be the major distinguishing variable between normals and retardates in the present study. (Authors)

As a step towards providing detailed, diagnostic data for teaching reading, a diagnostic test for two major letter-sound patterns was developed and tested on primary school children. (Authors)

Male and female undergraduates rated their ability, amount of preparation, task difficulty, and their initial confidence (expectation) before they began an important examination. Subsequently they attributed causality for the examination outcome by rating the importance of factors involving ability, preparation, task difficulty, and luck as…

Students showed no significant agreement with any of the other rating groups regarding least effective teachers. Students' judgments were related to class level and self-reported academic achievement suggesting that teacher evaluations represent a complex interactional process necessitating the specification of rater characteristics. (Author)

In contrast to previous research relating Survey of Study Habits and Attitudes (SSHA) scores to grades, the purpose of this study was to test the validity of the SSHA against criterion measures more directly reflecting effective study behavior itself. (Authors)

This article reports a study designed to appraise teaching styles though students' perceptions. (Author)

Groups of college undergraduates read a series of passages with each group consistently receiving a certain type of question after each passage. Reading strategies adopted by the different groups were analyzed. (Editor)

The purpose of this study was to examine the assembly and system models of reading with respect to the development of phoneme-grapheme association skills in normal and disabled readers. (Author)

The present research was based on the premise that reading comprehension involves complex organizational strategies on the part of the reader, through which he detects meanings and interrelationships of the substantive material within the passage. (Author)