The hypothesis that black dialect interferes with standard English comprehension received little support. (Authors)

The extent to which performance is a function of interest will be dependent upon (a) the nature of the task per se (e.g., complex vs. simple); (b) the conditions for task specification (e.g., imposed vs. selected); and (c) characteristics of the performer (e.g., high internality vs. low internality). (Author)

Objectives of the study were to determine the relationships among behaviors defined within each of several observation systems; and to examine relationships across systems in order to derive some empirical dimensions of classroom behavior. (Authors/CB)

School achievement was positively related to performance on the abstract task and was generally unrelated to performance on the concrete task. (Authors)

The significance students attached to certain teacher behaviors which were intended to reinforce them was examined in relation to their attitude toward the teacher, their sex, and social-class background. (Author)

Experiments report the retionale and outcome of the endeavor to develop a measure of the exploratory or curiosity value of reading materials which might help pave the way for the experimental analysis of factors underlying reading interest. (Author/CB)

Results support predictions from Trait-State Anxiety Theory that negative feedback constitutes a threat to self-esteem and thus is perceived as more threatening by high A-Trait than by low A-Trait subjects. (Author)

The associations from phoneme to grapheme appeared to be considerably easier than the associations from grapheme to phoneme. (Authors)

Purpose of this experiment was to examine the effects of three sources of model content and two types of information content in an attempt to further clarify the effects of modeling procedures in teacher training. (Authors)

Evidence from the present study indicates that the delay-retention effect is due primarily to the forgetting of interference-producing errors during the delay interval and, secondarily, to the increased time a subject spends studying the feedback after a delay. (Authors)

The behavior of pupils who had been assigned seats in the front, middle, and back rows of their 14 grade-school classrooms was assessed through observation and teacher interview. (Authors)

After 39 months, the performance of the subjects was still significantly superior to their precourse performance on 8 of the 10 behaviors that were scored. (Author)

Differential teacher behavior toward different students was studied in relation to the attitudes teachers held toward those students. (Authors)

Measures of student adjustment constituted the strongest predictor of language achievement. (Authors)

Subjects learning under a high degree of student control learned the least but formed the most favorable attitude toward the method of instruction. (Author/CB)