Concludes that theoretical explanations derived from performance on one type of task may not generalize to describe performance on other related types of tasks. (RB)

Two improvement strategies designed to modify children's impulsive tempos were developed and transformed into task exercises. Results indicated that enriching redundancy and enlarging variations in cognitive processes enable the impulsive child to assimilate information and therefore deal more effectively with reality. (Author/PC)

This study investigated the hypothesis that there is a developmental trend toward greater flexibility of strategies in visual selection. Subjects were 48 second and sixth graders. (Author/SDH)

Presents an investigation of the hypothesis that an increase in the salience of the total class dimension should improve class-inclusion performance. Subjects were 220 children in kindergarten through third grades. (SDH)

Subjects classified according to degree of hand preference were tested with both hands on two tasks of controlled movement. (Editor)

In an investigation of the interactive effects of environmental uncertainty and self-control on the acceptance of responsibility for and satisfaction with performance, it was found that the situational factors indentified significant differences and interactions but the locus of control factor did not. Increasing the amount of environmental…

Forty primary school students were randomly assigned into four groups based on the level of pretest approval provision and type of pretest task. The efficacy of social approval as a reinforcing stimulus was then tested on a two-choice discrimination learning task in which every correct response was reinforced by contingent approval presentation.…

The present experiment attempts to manipulate the saliency of subjects' recollection of their behavior by giving them a task to do which requires them to generate cognitions resulting in one of two sets of cognitive associations. (Author)

An experiment was performed to test predictions based on a combination of the frequency theory of verbal discrimination learning and Taylor-Spence drive theory, the latter of which postulates a Drive Level x Task Complexity interaction. (Editor)

A serial-reaction task was used to study personality, as well as physiological, correlates of individual differences in performance decrement under low task-load conditions. (Editor)

Two large, modularized, computer programs were developed to explore the possibilities for utilizing the processing speed and power of digital computers in interactions with students designed to teach them procedural and diagnostic tasks. (Author)