The effect of college course content on students' growth in critical thinking was investigated. Students enrolled in various philosophy courses and a non-philosophy control were pre- and post-tested for critical thinking. Only the logic course had a consistent impact on certain aspects of critical thinking. (Author/RD)

The effectiveness of pausing for learning from lectures was investigated. Pause location and kind of activity conducted during the pause were varied. Free-recall and cued-recall tests were administered immediately after the lecture and two weeks later. Interspersed pauses coupled with group discussion was the most efficient procedure. (Author/RD)

Laboratory and a field studies contrasted the egotism and expectancy-covariance approaches to attribution for achievement outcomes. Subjects' expectations and the basis of these expectations were varied and outcomes were then manipulated. Results supported egotism, suggesting that motivational factors can determine attributions to ability and task…

Using a stimulated recall technique, the reports of cognitive processes during teaching of twelve experienced junior high school teachers were recorded in an experimental setting and analyzed. Reports were related to teachers' cognitive style and ability. (Author/JKS)

A longitudinal study of approximately 1,000 students aged 10-16 showed high stability of intelligence and creativity. Stability coefficients for intelligence were higher than those for creativity. Results supported the construct validity of creativity. (MH)

A simplex process model of the cross-lagged correlation paradigm was applied to 16 tests administered to samples of Black and White males and females in grades 5, 7, 9, and 11. Relationships among the measures as well as the use of the model are discussed. (Author/JKS)

For each of four subsamples of Olympic-quality athletes--14 discus, 8 hammer, 11 javelin, and 12 shotput measures of 19 personality constructs yielded only two statistically significant validity coefficients (out of 76 possible significant indices) in the prediction of average length of throw. (Author/JKS)

A schools council study concludes that: secondary students are not being taught to read thoughtfully, texts and worksheets are too difficult, insufficient time is allotted to silent reading, and reading comprehension should not be taught as a discrete skill. The SRA Reading Laboratories are suggested as one tactic for improvement. (SJL)

Implications of the National Science Foundation Report on the status of science, mathematics, and social studies education. (Author)

The opportunity to read orally to a reinforcing audience (the psychologist) successfully increased the rate of completion of other academic tasks, over a four-week period, by a learning disabled student. The checklist used to record task completion was a simple, inexpensive, and quick technique. (CP)

Four studies tested the hypothesis that collection structures are easier than classes in numerical reasoning tasks. With perceptual input constant, the collection labels in contrast to the class labels promoted children's insight into certain numerical principles and facilitated the use of these principles in a variety of numerical tasks.…

Acquisition of answering systems based on speaker intention v literal components of questions was investigated in monolingual and bilingual English- and Japanese-speaking children. The results suggested that the English system is acquired earlier than the Japanese system and that the two systems interact in bilingual children. (Author/RD)

Time to learn, intelligence, and school achievement were correlated for fourth-, fifth-, and sixth-grade children. Time to learn was a strong correlate of school achievement. Correlations were lower between time to learn and IQ, and between IQ and achievement. (Author/RD)

It is shown that using formulae for the estimation of sampling errors based on simple random sampling, when a design actually involves cluster sampling, can lead to serious underestimation of error. Jackknife and balanced repeated replication are recommended as techniques for dealing with this problem. (Author/CTM)

Classical item analysis and Rasch latent trait analysis were applied to the responses of a sample of undergraduates to two measures concerning alcoholism. Little difference in terms of practical considerations was found between the methods. (JKS)