The effects of generating versus reading the answers to multiplication problems were studied with 28 2nd graders who had not yet been taught multiplication. Results are explained in terms of a procedural account of the advantage after retention interval for generation. Instructional applications are discussed. (SLD)

Three experiments involving 218 college students demonstrated that both labeling and visually isolating a set of steps in examples independently help students learn a subgoal and makes them more likely to solve novel problems that involve that subgoal although they require different steps to achieve it. (SLD)

Two experiments, one measuring eye fixations of 38 undergraduates and the other assessing memory of 37 undergraduates, provide evidence that unsuccessful problem solvers are more likely to comprehend by direct translation and that successful word problem solvers are more likely to build a problem model. (SLD)

Three experiments with 276 college, secondary, and middle-school students extend the research of G. T. Fong and others in teaching students abstract rules. Results support a revival of formalist views of transfer: that teaching formal rules about inference making can improve reasoning and support transfer. (SLD)

The implications that students often minimize study to avoid the implication that they lack ability if they fail is examined. Results indicated that although effort stability contributed little to variations in student affect, it did influence teacher judgments. (Author/GK)

A perceptual-recognition task was used to assess whether utilization of orthographic structure in letter recognition varies with reading ability. Good and poor college readers showed equally large effects of orthographic structure on task accuracy, whereas poor sixth-grade readers did not. (Author/GK)

Teacher perceptions of students as influenced by differences in student gender are examined. Elementary school teachers' perceptions of students were assessed by their rating children in their classes on various dimensions. Results showed student ability/achievement are more potent in teacher perceptions than gender. (Author/GK)

Several issues about component validity are examined by using covariance modeling to test hypotheses about the relationships between components, aptitude, and achievement. Support was found for cognitive components to model individual differences in verbal aptitude, decompose test validity, and differentially predict achievement. (Author/GK)

In five experiments, novices read a computer programing text and engaged in one of these learning strategies: advance organizer, model elaboration, comparative elaboration, normal reading. Results of transfer and recall tests suggested that elaboration techniques can be applied to "real-world" materials, resulting in more integrated learning…

The instability of aptitude-learning relations over time is examined. Four tenth grade classes were taught an imaginary science for four days. Achievement and aptitude measures were obtained. Results indicated aptitude-achievement instability over time, as exhibited in different aptitudes being required at different points during instruction.…

A sample of 201 high school students was given a battery of 27 ability tests strategically chosen to provide composite measures of 12 primary mental abilities selected to indicate second-order abilities known as fluid intelligence (Gf), crystallized intelligence (Gc), and short-term acquisition retrieval (SAR). (Author/GK)

Two educationally acceptable models explaining the correlation of grades with satisfaction are delineated in two studies. Both demonstrate that the relationship between grades and student satisfaction might be a result of important causal relationships among other variables rather than evidence of contamination due to grading leniency. (Author/GK)

Learning is analyzed into two components, monitoring and strategy learning, using a technique that avoids the confounding of the Durling and Schick method. A strategy analysis showed that most subjects employed the same strategy across problems. Strategy shifters displayed a small tendency toward more efficient strategies. (Author/GK)

The effects of task-overlapping linguistic noise on activity and performance of hyperactive and control children were assessed. Results suggest that task difficulty may play a role in the effects of overlapping stimulation on both groups. (Author/GK)

The relationship between lower level code availability and top-down contextual processing in word recognition was investigated in two experiments. The major finding was that the increment in performance resulting from coherent organization relative to the random passage was equivalent in both normal and reversed orthographic forms. (Author/GK)