Notetakers showed superior posttest recall, and notetaking without test instructions yielded the best group performance. (RC)

Teachers and students were found to use verbal interruptions differently. The amount of time used by students initiating talk before interruption was also found to be different between students. (RC)

Significantly more positive attitudes were found in teachers who engaged in group discussion both towards items discussed and those not discussed. (RC)

According to the subscale of the Coopersmith Inventory specifically related to school self-esteem, college students with low self-esteem (1) say less in class, (2) contribute a smaller portion of their thoughts to class discussion, and (3) sit farther back in the classroom than the students with high self-esteem. (RC)

The findings of this study showed that a certain type of teacher had a significantly greater impact on the task orientation of one type of student than another. (RC)

The ascribed social role of a speaker and his ascribed experience with drugs contributed to significant differences in student recall of drug information. Sex of the respondent was found to have a significant effect on students' scores on the Drug Opinion and Attitudes Test. (RC)

Teachers' levels of Inferred Self Concept were related positively to students' cognitive growth for four of five subtests given the students. (RC)

Fifty-four second graders read three stories under three different picture conditions (color picture, outline, and no picture) on consecutive days. Pupils were tested each day on attitude towards what was read. Results showed that children significantly preferred stories with pictures to ones with no pictures and especially liked those in color.…

This study attempted to determine the overlap between two word lists, one derived from written sources (The Great Atlantic and Pacific Sight Word List) and one constructed from oral language (Newman-Bailey List). It is suggested that differences between children's spoken words and the words in school texts may be more fancied than factual.…

The child's process of learning to read was simulated by teaching adults to associate Chinese characters with spoken words. When the students chose words to be learned, learning was more rapid than when words were selected by the examiner from a basal reader. (Author/JA)

Three groups of 8-year-old children were selected: one preferring auditory over visual stimuli, one preferring visual over auditory, and one with no preference. The students then learned lists of CVC trigrams presented through preferred and nonpreferred modalities. Preferred modalities triggered the best recall. (Authors/JA)

It was hypothesized that by varying the frequency of 15 percent of the words in elementary school reading materials, gains in the comprehension of the meaning of entire passages could be produced. (Authors/JA)