This study reports the contribution of maternal general ability, some developmental milestones, early motor development, language development, and experiences, to intelligence as measured at age 5. Results confirm that there is a relatively low level of prediction of intelligence. (Author/KC)

Examines differences in educational satisfaction among Black and White male students in postsecondary institutions. Variables used to study these differences were high school ability, expectations, self-esteem, school and program type, and postsecondary grades. (Author/DB)

Ability-achievement discrepancies were analyzed using the Woodcock-Johnson Psycho-Educational Battery, WISC-R, and the Peabody Individual Achievement Test administered to a sample of low achievers. Reliabilities of difference scores were moderately high. Reliabilities of differences for devices normed on both the same and different populations…

In the first drill, the branching type, subjects received problems matched to their ability. In the second drill, the fixed type, subjects received problems from all difficulty levels. Performance on both the pretest and posttest indicated that the fixed drill yielded the highest gains for more difficult problems. (Author/CP)

Reports that vocabulary choice and linguistic virtuosity are closely tied to levels of writing skill, to cognitive development, and to self-concept. (RL)

A constant partial elasticity of substitution production function for academic achievement is presented and estimated with nonlinear maximum likelihood methods. We find that ability and time devoted to various aspects of the learning process are the most important determinants of students' accomplishments. (Author/CTM)

The potential educational import of noncognitive personal characteristics is examined with particular reference to problems in their measurement. Attention is drawn to some dangers and difficulties in using noncognitive measures in educational practice, and to the need for safeguards against misuse. (Author/RD)

A study investigated the cognitive, academic, and personality characteristics of 75 adults with learning disabilities referred for services through the state/federal vocational rehabilitation system. Results found the subjects were homogenous relative to other groups of adults with learning disabilities, with low-average cognitive functioning and…

Explains that universal access to education has created a student body more diverse and less academically prepared for college. States that higher education, when viewed as a business, has shifted much of the learning responsibility from the student to the teacher. Offers guidelines for maintaining ethical standards of conduct in sociology…

Describes a unique model that provides challenging collegiate opportunities for academically talented high school juniors and seniors. The program is residential and students are enrolled in regular college coursework. (DDR)

Examines the relationship between language competence and academic competence of students from non-English speaking countries and whether language training is actually the form of training they need. (Author/VWL)

Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what…

Replicated findings of research on the internal-external frame of reference model of self-concept and extended this line of research by incorporating parent perceptions of their children's academic abilities. Results show that parents did not use processes similar to the internal-external frame of reference when assessing their children's academic…

A study probed the self-perceptions of 46 children (ages 6-9) and 34 children (ages 10-13) with specific language impairment (SLI) and their peers. In the older group, children with SLI perceived themselves more negatively in scholastic competence, social acceptance, and behavioral conduct than typical children. (Contains references.) (Author/CR)

A comparative analysis of the conflict and functionalist explanations of status attainment was undertaken to assess their relative value in accounting for college attendance by White and Black Americans. The conflict model seems more appropriate for White students, and the functionalist model seems more appropriate for Black students. (TJH)