This study examines meta-analysis studies published in the field of educational sciences from 2010-2019, in journals indexed within the scope of the TÜBITAK ULAKBIM TR Directory. Of the 163 studies scanned, 26 meta-analysis studies that meet the inclusion criteria constitute the sample of this content analysis study. Within this research, a…

Response latency (RL), accuracy, and confidence data were obtained from six subjects, each tested for 20 experimental sessions in a long-term recognition memory paradigm. Based on signal detection theory assumptions, functions were derived that described the relationship between RL and the separation of test item and criterion along a theoretical…

Tests the validity of three hypotheses previously offered to explain the attenuating effects of pacifistic noncooperation on instigative aggression. Results indicated that all hypotheses, norm-conformity, compliance, and maintenance of power, were viable for subgroups of subjects. Also discusses individual differences and the temporarily…

Names of cities were shock associated and then embedded in material presented to the nonattended channel in a dichotic listening and shadowing situation. A test for conditioning followed the dichotic listening task. Comparisons are made with other studies of galvanic skin responses to unattended words. (Editor/RK)

A visual-spatial approach to the study of attention dysfunction was presented. The hypotheses of broadened and narrowed attention were tested by comparing peripheral visual discrimination of acute schizophrenic, chronic schizophrenic, and normal subjects within two regions of the functional visual field. (Editor)

It was suggested that thought changes cognitions to be more consistent with one's initial attitude direction and, therefore, results in attitude polarization. Specifically, it was predicted that polarization would be highest under thought with reality constraints absent, followed by thought with reality constraints present, followed by…

This research on eyelid conditioning was designed to evaluate the contributions of sensory, associative, and criterion effects with variations in the interstimulus interval. (Editor/RK)

These experiments are addressed specifically to the question of whether transituational transfer of immunizing and therapeutic effects will occur when these procedures involve responses and settings which are very different from those used in final testing. (Author/RK)

It has been demonstrated that instructions to learn have no effect on immediate recall in the incidental learning paradigm used by Jenkins (1974). This research further investigated this finding by factorially manipulating recall instructions (incidental vs. intentional learning), presentation rate of materials, retention interval, and type of…

The hypothesis that letters can be matched on the basis of tactual physical features was tested in three experiments with blind Braille-reading children. (Editor)

Two differing explanations of schizophrenic processing deficit were examined: Chapman and McGhie's and Yates'. Thirty-two schizophrenics, classified on the acute-chronic and paranoid-nonparanoid dimensions, and eight neurotics were tested on two dichotic listening tasks. (Editor)

Profiling, a procedure for evaluating methodological adequacy, a prerequisite for the acceptance or rejection of the conclusions of the investigation, is discussed. Three elements of this procedure are presented: (1) structuring of a logical argument, (2) generation of data and (3) analysis of data. All three elements are employed in hypothesis…

The necessity of evaluating research methodology is discussed, and a profiling approach is proposed. Explanatory statements about the research process, directions for doing the actual profiling of the research report, a research profiling flow chart, a research profile sheet, and two additional graphic aids to understanding are included. The…

The purpose of this research was to determine whether or not accountability in responding to classroom questions affects student performance. Suggests that the degree to which students perceive themselves accountable or required to respond orally at a later time in the classroom should be considered. (Editor/RK)