Verbal and behavioral measures of children's knowledge are frequently dissociated. These situations represent a largely untapped but important resource for furthering an understanding of human cognition. In this paper, verbal-behavioral dissociations in children are discussed and analyzed, drawing from a wide range of domains. The article explores…

Tests how perceived self-efficacy influenced cognitive task performance among 64 Canadian college students. Shows students with high perceptions of self-efficacy, induced by positive feedback, completed more problems, had more efficient problem-solving strategies, and accurately self-evaluated responses. Illustrates self-efficacy's context…

OUR EDUCATIONAL SYSTEM ENCOURAGES STUDENTS TO PERFORM IN ORDER TO MEASURE UP TO STANDARDS SET BY OTHERS RATHER THAN TO LEARN PERSONALLY, TO CHANGE THEMSELVES AND THEIR BEHAVIOR AS THEY EXPAND THEIR OWN CONCEPT OF REALITY. SUCH AFFECTIVE LEARNING, FAR MORE DIFFICULT TO PERCEIVE AND EVALUATE THAN COGNITIVE LEARNING, SHOULD BE CONSIDERED A MAJOR…