Many cognitive self-regulation (CSR) measures are related to the academic achievement of prekindergarten children and are thus of potential interest for school readiness screening and as outcome variables in intervention research aimed at improving those skills in order to facilitate learning. The objective of this study was to identify…

Effort on homework has a profound impact on student achievement. Researchers typically use an interindividual research design to explain homework effort. In this study with a total of 511 students from Grades 8 and 9, an interindividual perspective (focus on between-students differences) was combined with an intraindividual perspective (focus on…

Fourth and seventh grade reflective, impulsive, fast/accurate, and slow/inaccurate subjects were asked to paraphrase the meaning of ambiguous sentences and then to indicate their meaning through the selection of pictures. Results indicated that reflective children were more successful in some settings than impulsive or slow/inaccurate children.…

Third and fourth grade boys classified as impulsive, reflective, fast/accurate and slow/inaccurate responded to matching tasks varying in the number of dimensions involved. Reflective children performed better on the task with fewer dimensions, while impulsive children were better on the task with many dimensions. (JKS)

Tests the relations between the concepts of time and space and mechanisms of structural elaboration in young children's cognitive development. (Author/DEP)

A distinctiveness of encoding hypothesis, as applied to the facilitative effects that higher order objectives have on readers' prose recall, was evaluated in three experiments. Results suggest that distinctiveness of encoding may offer a theoretical basis for the effects of adjunct aids as well as a guide to their construction. (Author/GK)

The multitrait-multimethod matrix was used to determine the convergent and divergent validity of the conceptual tempo. (Author/BJG)

Three experiments investigated the effects of age, context, and reflection-impulsivity on elementary school children's monitoring of comprehensibility problems in extended messages. Results suggest that perceptual support and cognitive style are two information-processing factors that have an impact on young children's monitoring of their…

Effects of three variables (learner, task, and treatment characteristics) on subject performance in two basic learning paradigms (Visual discrimination or "matching" and paired-associate tasks) were studied. (Author/RC)

The Matching Familiar Figures Test and the Auditory Impulsivity Task were administered to 81 fourth-grade students. Fifty-five percent of the students maintained classifications as reflective, impulsive, fast-accurate, or slow-inaccurate across the two modalities, indicating that the two tasks measured different abilities. The authors suggest that…

Children were individually administered the Matching Familiar Figures (MFF) Test and the Haptic Matching Task. Impulsives received either reflective scanning strategy training or control procedures and were retested. Visual training decreased errors only on the MFF and increased latency on both tasks. Haptic training decreased errors and increased…

Forty-eight third- and 48 fifth-graders' ability to monitor comprehension was measured with the error detection paradigm. Some analyses excluded 23 third- and 14 fifth-graders. Cognitively-reflective and impulsive children--distinguished via the Matching Familiar Figures Test--differed significantly on their ability to identify inconsistencies.…

Good and poor readers from grades 2 to 5 were compared on conceputal style preference, cognitive tempos and attentional styles. Attentional style measures distinguished poor and good readers better than the other cognitive style measures. (Author/BJG)

The ability of 378 elementary school students (aged 9-12 years) in Israel to extract "lawfulnesses" (invariants) from experience and to react to error by reexamining the problem and finding the error was studied on a self-paced inference task. Results are discussed in terms of postfailure reflectivity and postfailure impulsivity. (SLD)