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)

This paper reports a series of studies in the development of a Study Behavior Questionnaire (SBQ) for use with university students. It attempted to determine optimal ways of combining SBQ item scores: by sorting people's responses to items (R-analysis), or by sorting items on the basis of how they discriminate between people (Q-analysis).…

Two experiments were conducted in which first-year students were asked to read a passage of prose under different conditions, chosen to represent realistic study strategies. (Editor)

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…

Explores the hypothesis that play can be a useful preliminary experience for the more advanced problem-solving involved in mathematical concept formation. (Author/RK)

Levels of concept acquisition interms of attribute perception were examined for 20 different chemical concepts featuring in GCE O-level school chemistry courses. (Editor)

The relationship of several individual difference variables to achievement in college courses was investigated, using a sample of 500 freshmen and sophomores taking introductory psychology. (Editor)

Children's use of causal and logical connectives was examined before and after treatments based on advance organizers with social studies lessons. In samples of 120 children from age-levels 6 and 10 years a diminution in the use of syncretic reasoning and understanding followed the experimental treatment. (Editor)

Predicts that ill-established cerebral dominance, as indicated by the problems of cross-laterality, would be related both to a limitation in information processing "irrespective of the type of information" (probably manifesting itself even with relatively small amounts of information) and significantly to reading retardation. (Author/RK)

A sample of 741 students worked through a self-instructional chemistry program after completing tests of extraversion, neuroticism, verbal intelligence, non-verbal intelligence and background knowledge in chemistry. Results showed none of the interactions involving neuroticism was significant, and indicated that the significant interaction…

Attempts to relate Jensen's Level I associative ability and Level II coceptual ability to the learning of meaningful verbal materials appropriate for the solution of factual and inferential problems presented in classroom-like situations. (Author/RK)

Eighty-one students were asked to read an article under different conditions of extrinsic and intrinsic motivation. The qualitative differences in learning process and outcomes and the quantitative differences in recall of factual knowledge were investigated in relation to the various experimental subgroups created. (Editor/RK)

Investigates the hypothesis that students scoring high on extroversion scales (HiE) would achieve a higher criterion test score having followed an unstructured teaching program while LoE Students would find a structured program more appropriate to their introvert personalities. Also considers the effects of teaching strategy on recall and learning…

The work reported in this paper was designed to explore the strategies used by 5-year-olds reading sentences from the first book in their school reading scheme, and to test predictions of error patterns derived from the work of MacKinnon (1959) and Soderbergh (1971). (Author)

Describes two experiments in which high school students who studied a map/prose combination expected either a spatial/locational or verbal/event posttest. Results indicate test expectation instructions significantly influenced kinds of information students were able to recall, and type of preinstructional expectation had a pronounced effect on how…