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Freebody, Peter; Tirre, William C. – British Journal of Educational Psychology, 1985
Reading achievement test performance of high and low ability sixth-graders in contrasting reading programs was examined. Lower academic ability pupils benefitted from the explicitly sequenced, behaviorally oriented Matteson program, while higher academic ability students benefitted from the Scott Foresman program, which emphasizes rich language…
Descriptors: Academic Ability, Aptitude Treatment Interaction, Elementary Education, Grade 6
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Morris, P. E.; Cook, N. – British Journal of Educational Psychology, 1978
The evidence for the effectiveness of the first letter mnemonic technique is confused. There are at least three studies showing no effect, and one where an improvement in recall occurred. Reports two experiments which attempted to locate the conditions under which the first letter mnemonic is effective. (Author/RK)
Descriptors: Educational Psychology, Experiments, Hypothesis Testing, Mnemonics
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Peel, E. A. – British Journal of Educational Psychology, 1978
When presented with abstract notions through the verbal media of books, newspapers, talks, TV and radio, people often produce quite erroneous generalizations. Describes a method of investigating such possible trends among young people and adults and reveals their extent in samples of graduates, undergraduates, adult education students and…
Descriptors: Concept Formation, Educational Psychology, Generalization, Mass Media
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Robertson, I. – British Journal of Educational Psychology, 1978
A specific aspect of learning strategy (the extent to which 14 students developed their understanding on a broad or narrow front) was examined. Results support hypotheses predicting positive relationships between a broad strategy in learning, wide attention deployment, a flexible approach to problem-solving and cognitive complexity. Relationships…
Descriptors: Attention, Cognitive Style, Educational Psychology, Individual Characteristics
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Marton, F.; Saljo, R. – British Journal of Educational Psychology, 1976
This article explores qualitative differences in what is learned and described functional differences in the process of learning which gave rise to the qualitative differences in outcome. (Author/RK)
Descriptors: Curriculum, Information Processing, Instructional Materials, Learning Processes
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Howe, M. J. A.; Colley, L. – British Journal of Educational Psychology, 1976
The present experiment was designed to seek further evidence concerning the possible role of retroactive interference in situations whereby students learn information made available in prose form. (Author)
Descriptors: Information Processing, Inhibition, Learning, Prose
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Donachy, W. – British Journal of Educational Psychology, 1976
The aim of this study was to investigate the effects on 3- and 4-year-old children of exposure to a four-month program administered by mothers at home and organized through the local primary school or nursery. The expectation was that significant cognitive and linguistic gains would accrue from program participation. (Author/RK)
Descriptors: Parent Attitudes, Parent Child Relationship, Parent Participation, Preschool Education
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Galloway, D. – British Journal of Educational Psychology, 1976
Article investigates the hypotheses that persistent absenteeism is a greater problem in large schools than in small ones, and, as well, that large schools and schools in areas of socioeconomic hardship need to exclude more pupils on disciplinary grounds than small schools or schools in socially privileged areas. (Author/RK)
Descriptors: Attendance Patterns, Psychological Studies, Research Methodology, School Size
Peer reviewed Peer reviewed
Clifford, M. M. – British Journal of Educational Psychology, 1976
The comparison of data from two vocabulary-learning studies involving a total of 2,483 males and females in the fifth and sixth grades suggests that "common sense" decisions regarding the selection and assignment of learning materials may be ineffecient if not detrimental. (Editor)
Descriptors: Decision Making, Instructional Materials, Learning Processes, Psychological Studies
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Tamir, P. – British Journal of Educational Psychology, 1976
Descriptors: Academic Achievement, Biology, Cognitive Ability, High School Students
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Stanley, G. – British Journal of Educational Psychology, 1976
In the experiment reported here, dyslexic children are compared with controls in their processing of single digits. The rationale for the present study relates to a concern to identify if there are specifically unique aspects of how dyslexic children process visual information. (Author)
Descriptors: Diagrams, Dyslexia, Error Patterns, Number Concepts
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Shayer, M. – British Journal of Educational Psychology, 1976
Comparison is made between the very high proportion of adolescents found by Somerville to be formal operational thinkers, and the much lower proportion found by Lovell. Evidence about the representativeness of Somerville's sample is analyzed suggesting that it is comparable with that of an average English selective school. (Editor)
Descriptors: Adolescents, Cognitive Processes, Diagrams, Intelligence Quotient
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Weir, C. – British Journal of Educational Psychology, 1976
The relationships between class of degree in psychology from one department and (a) interview ratings, (b) two adult intelligence tests, and (c) advanced-level examinations were examined in a sample of 145 students from four-year groups. (Editor)
Descriptors: Competitive Selection, Interviews, Psychological Studies, Research Methodology
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Singleton, C. H. – British Journal of Educational Psychology, 1977
The production of informationally redundant choices in a selection concept attainment task was investigated in relation to age and intelligence, using 62 adolescents aged 12:7--15:6 drawn from the lower middle ability range of a comprehensive school. (Editor)
Descriptors: Adolescents, Concept Formation, Decision Making, Educational Psychology
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Franklin, B. S.; Richards, P. N. – British Journal of Educational Psychology, 1977
Teaching procedures designed to improve children's divergent thinking abilities were administered to two classes of 9- and 10-year-old children, one formal and one informal. Results suggest that appropriate teaching procedures can play a significant part in enhancing children's divergent thinking abilities, particularly verbal abilities.…
Descriptors: Child Development, Cognitive Processes, Divergent Thinking, Educational Psychology
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