Research performed, in part, pursuant to a contract with the U. S. Office of Education. (LS)

Modified twenty-questions and problems were solved by 72 subjects in a study of the influence of an adult model on the information-processing strategy used by children of various grade levels. (WY)

In two experiments, instruction in a hierarchical summarization study strategy focusing on the organization of ideas in a text was compared with the procedure of answering questions after reading. Fifth-grade student comprehension and memory were enhanced but were found to be affected by mastery of the strategy. (Author/CM)

A United States teacher visited an art class in a Chinese commune and observed fifth grade students working on line drawings. (AM)

Grade 5-6 boys worked on a discrimination task under one of five conditions: no feedback; positive feedback following successes; positive feedback following failure; negative feedback following successes; and negative feedback following failures. Boys persisted longest on the task when they received either positive or negative feedback following…

A study of the effects of clause order and explicitness on comprehension of reversible causal relationships revealed that, for fifth graders, explicit-condition groups had a higher level of comprehension of causal relationships than did implicit-condition groups. For college students, both explicitness and clause order were significant factors in…

Designed to motivate word study in fifth graders, this learning center includes five separate stations with activities in etymology and language study. (SJL)

A test of graphicacy was developed, administered to third- through fifth-grade schoolchildren, and scored using the Rasch model. Third-grade children were much poorer at reading graphs than fourth- or fifth-grade children, but the differences between these latter two groups were modest. (Author/JKS)

Displays student work in "portrait exercises"--writing designed to give students a feel for characterization and to prepare them for future writing. (RL)

Tested 103 schoolchildren to investigate the hypothesis that the brightest students tend to have last names toward the beginning of the alphabet. Significant relationships between alphabetical position of surnames and intelligence were found, but the relationships existed only for third graders and were gone by the fifth grade. (DS)