Scores on tests of temperament, programming aptitude, and critical thinking, together with SCAT scores and a measure of mathematical background, were correlated with achievement on an introductory programming course. (MM)

The predicted and actual achievement in college calculus is compared for students who had studied two semesters of calculus in high school. The regression equation used for prediction was calculated from the performance data of similar students who had not had high school calculus. (CT)

Examined were the mental processes by which elementary school students work simple multiplication exercises. Ten process models were fit to data obtained in the course of a CAI program in elementary arithmetic. The processes used by students in grade three were compared with those used by students in grade six. (CT)

Reported is a study to determine if a pupil's mathematics self-concept is related to his mathematics achievement and if this relation is more significant than his self-concept of ability in social studies is to his mathematics achievement. Procedures, data analysis and conclusions are presented. (JG)

Evaluated were measures of mathematical ability of college freshmen for effectiveness of predicting performance in a televised pre-calculus course. A Two-stage sequential selection model is developed which yields gains in predictability over other models. (JG)

Alternate hypotheses are given for Neale's findings that attitudes toward mathematics have little effect on achievement. A schemata of proposed research on affective factors in mathematics learning is presented. (JG)

Article profiles the life of a great music educator, conductor and performer as well as his contribution to United States music development. (RK)

The purpose of this study was to determine what influence the less frequent meetings of classes for music instruction had on the attitudinal growth patterns of the students toward their school music experiences. (Author)

In presenting lessons in music theory by computer-assisted instruction, response-sensitive programing results in greater achievement than response-insensitive programing. (Author)

The general trend is to explore the relationship between general musicality and personality rather than musicality alone. (Author)