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Peer reviewed
Muth, K. Denise – Journal of Educational Psychology, 1984
This study added extraneous information and increased syntactical complexity to determine the relative importance of computational and reading abilities in solving arithmetic word problems. Analyzing tests of 200 sixth graders indicated the combined abilities accounted for 54 percent of the variance in solution accuracy. (BS)
Descriptors: Computation, Difficulty Level, Grade 6, Intermediate Grades
Peer reviewed
Parkerson, Jo Ann; And Others – Journal of Educational Psychology, 1984
This article evaluates five causal model of educational productivity applied to learning science in a sample of 882 fifth through eighth graders. Each model explores the relationship between achievement and a combination of eight constructs: home environment, peer group, media, ability, social environment, time on task, motivation, and…
Descriptors: Academic Achievement, Evaluation Methods, Intermediate Grades, Junior High Schools
Peer reviewed
Slife, Brent D.; And Others – Journal of Educational Psychology, 1985
A test of whether metacognition is a separate factor from cognition was conducted by measuring the effects of metacognitive factors in problem solving, while attempting to hold relevant cognitive factors constant. Learning disabled subjects were less skilled in metacognition with respect to knowledge about cognition and regulation of cognition.…
Descriptors: Cognitive Processes, Comparative Analysis, Educational Research, Elementary Education
Peer reviewed
Ehri, Linnea C.; Wilce, Lee S. – Journal of Educational Psychology, 1983
This study extended the exploration of the development of word identification speed to younger skilled and less skilled readers. It focused on the attainment of unitized speeds to determine when the final phase in reading development (the speed of processing) is reached for familiar words during the early years. (Author/PN)
Descriptors: Beginning Reading, Elementary Education, Individual Testing, Reaction Time
Peer reviewed
Weinstein, Rhona S.; And Others – Journal of Educational Psychology, 1982
Students perceive low achievers as the recipients of more frequent negative feedback and teacher direction and of more work and rule orientation than high achievers. High achievers are seen as receiving higher expectations and more opportunity and choice than low achievers. (PN)
Descriptors: Academic Achievement, Classroom Environment, High Achievement, Intermediate Grades
Peer reviewed
Saracho, Olivia N.; Dayton, C. Mitchell – Journal of Educational Psychology, 1980
The relationship of teachers' cognitive styles and their pupils' achievement was examined for second and fifth graders. Results indicated significant effects due to teachers' cognitive styles, but there was no significant outcome (main or interaction effect) associated with the matching of teachers' and pupils' cognitive styles, or with grade…
Descriptors: Achievement Gains, Age Differences, Cognitive Style, Elementary Education
Peer reviewed
Burns, Robert B. – Journal of Educational Psychology, 1980
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.…
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Grade 10, High Schools