While online and face-to-face (F2F) courses have been compared in numerous studies, there has been a lack of focus on online chemistry courses. This study was conducted to compare the success of students instructed in an online or F2F general chemistry course for non-majors. One hundred forty six exam questions were categorized according to…

In the context of an upper-level psychology course, even when students were given an opportunity to refer to text containing the answers and change their exam responses in order to improve their exam scores, their performance on these questions improved slightly or not at all. Four experiments evaluated competing explanations for the students'…

Do children and adults use the same cues to judge whether someone is a reliable source of information? In 4 experiments, we investigated whether children (ages 5 and 6) and adults used information regarding accuracy, confidence, and calibration (i.e., how well an informant's confidence predicts the likelihood of being correct) to judge informants'…

Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson, for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding…

Elaborative rehearsal strategies rather than nonelaborative rehearsal strategies (repetition only) discriminated between the two groups of fifth and sixth graders. The organizational ability represented in elaborative rehearsal strategies was the hypothesized mechanism responsible for the better long-term memory and total recall observed in…

A detailed investigation of short-term memory storage, long-term memory storage and semantic memory associated with developmental dyslexia is reported. Fifty-one dyslexic and 28 control children (ages 8-14) were tested and specific deficits in each area were identified among the dyslexic children. (Author/SJL)

The sustained attention of 16 mildly retarded and 16 nonretarded adults was assessed during 2 60-minute vigilance tests differing in memory demand. Performance of retarded subjects declined more rapidly in later stages than did that of the nonretarded subjects. Implications for the study of memory load are discussed. (SLD)

Spatial span (Corsi's block tapping) and verbal span (Wechsler Digits Forward) were measured in 1113 children (ages 4-10) from urban and rural districts of Italy. The urban group performed significantly better on both tests. Sex differences, favoring boys, were found only on the spatial span test. (Author/SJL)

Forty-six full-term and 54 high-risk preterm infants were tested at six, seven, and/or eight months of age (corrected age for preterms) on assessments of visual recognition memory and tactual-visual cross-modal transfer. Scores significantly predicted Stanford-Binet IQ scores. Stability coefficients attained the highest degree of predictive…

Potential mechanisms mediating the facilitative effects of elaborative interrogation on associative memory were investigated with Canadian university students reading facts about Canadian provinces. One hundred subjects answered "why" questions about each fact, whereas 10 subjects in the control group did not. Conditions under which…

Test-retest reliabilities and practice effect magnitudes were considered for nine computer-simulated tasks of everyday cognition and five traditional neuropsychological tests. The nine simulated everyday memory tests were from the Memory Assessment Clinic battery as follows: (1) simple reaction time while driving; (2) divided attention (driving…

Twenty normal children were administered three tests of auditory sequential memory. A Pearson product-moment correlation of .50 and coefficients of determination showed all but one relationship to be nonsignificant and predictability between pairs of scores to be poor. (Author)

This study investigates the validity of the Stanford Binet Intelligence Scale-Fourth Edition (S-B:4) for use with students with learning disabilities. It compares the performance of 18 elementary-age students on the S-B:4 and the Kaufman Assessment Battery for Children (K-ABC). The subjects were identified by their school as having learning…

Individual differences in performance on 4 computer-controlled visual memory and recognition tasks as a function of performance on 5 paper-and-pencil spatial tests were studied for 90 psychology students attending the University of Rennes (France). Results show that spatial thinking is partially supported by visual memory. (SLD)

Whether a developmental dissociation exists between direct and indirect tests of picture memory was studied using 29 second graders and 29 sixth graders given a 1-day retention interval. Sixth graders performed better than second graders when memory was tested directly, but the performance of both groups was comparable when memory was tested…