A comparison of continuing motivation in preschool and third-grade children suggested that extrinsic rewards for intrinsically interesting tasks reduced motivation, especially for older subjects. (GW)

The critique of Thomas Green's thought explores logical relationships between the concepts of teaching and learning in terms of the ideas of task achievement. (GW)

A study of sixty children in grades 1, 2 and 3 demonstrated that with an expectancy to perform the same task after observing the model, reward to a model increased spontaneous imitation. (Author)

Neutral outcomes tended to produce situational attribution, success produced self-attribution, and failure produced partner attribution under cooperation but situational attribution under competition; results discussed from standpoint of two theories of responsibility attribution. (Author)

The finding that the impulsivity-reflectivity dimension was not related to risk-taking behavior was clearly unexpected. (Author)

The Canter-BIP (Background Interfence Procedure) represents an instrument free of many effects found to add to error variance in the application of other instruments. It is essentially free of sex, intelligence level, emotional status and maturational effects, and, at least for young children, is essentially free of ethnic group effects. (Author)

The present investigation, conducted within the framework of equity theory, was designed to determine the principles that preschool children use when they are given the opportunity to distribute rewards. (Authors)

Subjects learning high-frequency names had significantly better recall, confirming that color memory is a function of linguistic codability, not perceptual experience. (Author)

These results provide a more precise attentional interpretation of both preference and pretraining effects. (Authors)

Study investigated the nature of the information that is available to Ss when they have comprehended linguistic materials. (Authors)

Results strongly question the causal relationship often postulated between verbal operant conditioning and the awareness of contingency. (Authors)

Data appear to show that success on a cloze task or a RIP task is only vaguely related to the kind of associational fluency tapped by the markers employed. (Author/MB)

Organize refers to written material that serves the function of facilitating the incorporation and retention of subject matter. The organizer provides a brief summary of the more detailed material contained in the learning passage. (Authors)

Results of experiment clearly indicate the superiority of forward associations. (Author)