Results demonstrate that the relationship between the structure of positive and negative instances within a learning series is also critical to concept learning when the concepts are presented in a nondimensioned way. (Authors/CB)

Results indicate that responses are not organized per se, but that response grouping is mediated by stimulus categories. (Author)

This article emphasizes identifying for the practitioner those qualities of situations and individuals which have been shown to have major effects on performance in testing situations. Recommendations for testing practices are made, and the dangers inherent in acceptance of test results as the sole basis for personnel decisions are pointed out.…

Study designed to measure effects of relative ability of the peer, his familiarity to the subject, and whatever other peer characteristics might be associated with socioeconomic status.'' (Author)

Purpose of this study was to provide an analysis of errors performed on a sight-reading test administered to four college freshman piano classes at the end of their first semester of instruction. (Author)

Experiments reported here confirm the finding that performance can actually improve as intradimensional variability increases. (Authors/MB)

Implication of findings for classical maturation theories of the development of reaction speed are discussed. (Author/MB)

Results showed that imagery and frequency factors have independent and additive effects in verbal discrimination learning. (Author)

The results of this study indicate that teachers do connote a definite pattern of behaviors and attributes that distinguish lower status and middle class students. (Author)

Study indicates that students from city schools make the best progress in their first year at university; those from schools in large towns of about 16,000 to 60,000 do worst; while those from schools in smaller towns and villages fall between the two. (Authors)

The present study was an attempt to investigate two motivational interpretations of earlier findings that private speech increases with task difficulty. (Authors)

Results of three experiments affirm prior research concerned with the distinction between associative and encoding factors in free recall. (Author/MB)