This classroom experiment investigates the effects of adding representational pictures to multiple-choice and constructed-response test items to understand the role of the response format for the multimedia effect in testing. Participants were 575 fifth- and sixth-graders who answered 28 science test items--seven items in each of four experimental…

Investigates a subject's internalized goals and the relationship of the goals to test performance as a function of different learning instructions. Stating specific goals was found to produce the most significant results among subjects. (Author/DEP)

The effect of preference for content of printed material and preference for study methods on comprehension was evaluated using 8th, 9th and 10th grade students. (Author/DEP)

Results were in close agreement with interference theory and the findings of paired-associate research. (Author)

The common negative relationship between the Test Anxiety Scale for Children (TASC) and the Lie Scale for Children (LSC) was examined using previous data. Defensiveness (measured by the LSC) was more related to later test anxiety than anxiety was to defensiveness, indicating causal effects of defensiveness on anxiety. (Author/GDC)

Data indicate that performance is better when feedback is provided after, rather than before, the response. (MB)

Investigates the problem solving processes of creative and noncreative students by analyzing their verbalizations while engaged in three problem solving tasks. (Author/DEP)

State test anxiety, worry, and emotionality were inversely related to performance, but partial correlations indicated that only worry was correlated with performance when the common variance between worry and emotionality was partialed out. High worriers performed less well than low worriers. No sex differences were found. (Author/MV)

Suggests that interracial differences in mean IQ might be erased depending upon the social psychological characteristics of the test setting and the socioeconomic background of the testee. (Author/DEP)

Study investigated the relationship between the Zeigarnik effect (the tendency to recall incomplete or incorrect tasks rather than complete or correct tasks) and achievement motivation. (MB)

Basic mathemagenic concepts were tested under instructional conditions. Research areas of interest were the effect of two different types of adjunct questions and adjunct question positions on problem solving ability on prose materials. (Author/DEP)

This article investigates positional response bias, testwiseness, and guessing strategy as components of variance in test responses on multiple-choice tests. University students responded to two content exams, a testwiseness measure, and a guessing strategy measure. The proportion of variance in test scores accounted for by positional response…

Students scoring in the upper and lower distributions of the Test Anxiety Scale solved anagrams under high stress (evaluative) and low stress (nonevaluative) conditions. The high-anxiety-stress group reported greater anxiety; rated themselves, their abilities, and the task more negatively; solved fewer anagrams; and estimated spending less time on…

When 1,201 males and 1,145 females responded to a range of spatial questions, males significantly outperformed females on 25 of 72 occasions. On no occasion did females significantly outperform males. Wattanawaha's system for classifying spatial tasks was used to identify qualitative differences in performances of males and females. (Author/CM)

Investigates the effects of a videotaped model upon children's verbal originality. Among the four experimental groups tested, it was found that the group who viewed the videotaped model had significant increases in both quantity and quality of divergent productions. (Author/DEP)