Second and fifth graders were presented with a discrimination learning task in which each of four displays were to be paired with a response button. For one group two of the displays shared a common feature and were paired with the other response button. This common feature condition required a subject to learn only two associations if he…

THE RELATIONSHIP BETWEEN VISUAL DEFICITS AND ACHIEVEMENT WAS STUDIED. PARTIALLY SEEING CHILDREN (424) FROM THE FIFTH AND SIXTH GRADES WERE ADMINISTERED FIVE EQUIVALENT FORMS OF A STANDARDIZED TEST CONTAINING SCHOOL-LIKE READING TASKS. A LATIN SQUARE DESIGN WAS USED TO SPREAD THE EFFECTS OF TEACHERS' SKILL IN TEST ADMINISTRATION, PRACTICE, LEVELS…

AN INVESTIGATION WAS MADE TO DETERMINE WHETHER STUDENTS WHO RECEIVED SPECIFIC ASSISTANCE WITH READING SKILLS IN ARITHMETIC SHOWED SUPERIOR ACHIEVEMENT IN THEIR READING AND ARITHMETIC WHEN COMPARED WITH A SIMILAR GROUP WHO DID NOT RECEIVE SUCH ASSISTANCE. FIFTEEN SCHOOLS WERE SELECTED FROM APPROXIMATELY 70 MEMBER SCHOOL DISTRICTS OF THE…

Previous research has indicated that children comprehend more of material of high interest than material of low interest, when each child is given a mixture of both types. In the present study of fifth-grade children, each child received either all high-interest material or all low-interest material. Interests were assessed using a picture-rating…

Intercorrelations among the Metropolitan Achievement Test (social studies) and three cognitive abilities tests (verbal, quantitative, and nonverbal) were calculated for a sample of fifth grade pupils. (JKS)

Investigates the effectiveness of two conflict-producing procedures: (1) Peer interaction and conflict training; and (2) Teacher conflict training in promoting the development of logical thinking of fifth-graders as measured by the acquisition of conservation of area. (HM)

This is the second in a sequence of three papers describing an investigation of fifth graders' ability to learn to distinguish between valid and fallacious inferences from simple conditional premises. The measuring instrument used is discussed along with several problems and difficulties encountered in the development of reliable tests in…

Discusses a study conducted to determine the approaches and techniques pupils used to pronounce actual unknown words. (JM)

This paper examines sex differences in the exclusiveness of children's dyadic friendships by comparing differences in the choice or nonchoice by dyad members of a third person at a given point in time as well as change in these triadic choices over time. (Author)

Discusses a study of two hundred and ten fifth-grade students, noting indications that children of varying backgrounds differ in their levels of general and area-specific self-esteem across both racial and socioeconomic lines but not significantly by sex. For availability see CS 704 480. (MH)

This study examines the role of verbal labels in picture recognition by 5-year-olds and adults to find out if recognition accuracy and time of recognition choice is influenced by the use of labels. (GO)

This investigation examines the relationship between fifth graders' scores on Coopersmith's Self Esteem Inventory and the Intellectual Achievement Responsibility Questionnaire. Data were analyzed by race and sex. (GO)

Describes a study to determine the effect on student achievement of a cross-age tutoring program which was substituted for a traditional reading program. (JM)

Variables of self-esteem, locus of control, stimulus appraisal, and depressive symptoms, which are related to depression in adults, were investigated in a sample of nonreferred Grade 5 and Grade 6 children. Grade and sex effects were not significant. All other intervariable correlations were significant. (Author)

A study of 178 fifth grade children reveals that content schemata can be restructured through reading activities and that restructuring is more marked when information is presented through reading and semantic mapping/discussion than when it is presented through reading alone. (SKC)