Several issues about component validity are examined by using covariance modeling to test hypotheses about the relationships between components, aptitude, and achievement. Support was found for cognitive components to model individual differences in verbal aptitude, decompose test validity, and differentially predict achievement. (Author/GK)

The verbal-imagery code test appeared to differentiate between individuals on their immediate recall of prose materials which differed in style with respect to the amount of visual description and semantic complexity. These findings are consistent with the view that there is a verbalizer-imager learning style continuum. (Author/SJL)

Course evaluations analyzed to discover factors affecting learning indicate that expectations, learning style, and personality are major factors. It is suggested that learning is strongly influenced by these student characteristics and parallel factors in courses and teachers. (MSE)

Both field-dependents and field-independent teachers accurately ranked their students on academic competence, if the students had the same cognitive style. Field-dependent teachers had greater discrepancy scores, and negative ones, when ranking field-independent students. (GK)

A visual search task for target letters in multiletter displays was used to investigate information- processing differences between college students and presecond-grade children. (Author/DB)

Describes a study conducted to assess the correlation between the end-of-course grades of 300 students at three colleges and (1) measured differences between the preferred learning style of the student and the preferred instructional style of the teacher and (2) end-of-course student ratings of instruction. (JP)

Investigates the differential effect of modeling procedures on slow and fast responders' performance on a haptic-visual matching test. Also studies the differential effect of modeling of impulsive v reflective modes of responding, and of model success v model failure. (Author/SS)

Describes the Lock Box, a large rectangular container with ten latched doors each housing a different toy, which is designed to assess the spontaneous approaches of retarded children mental ages 2 1/2 to 5 1/2 to a problematic situation in which the subject is given abundant choice and scant structure. (CM)

Reviews research on notetaking in terms of encoding and external storage hypotheses, test mode expectancy, and individual differences. (JEG)

The conclusion that learning disabled children have a deficit in perceptual organization is not accepted because of two major methodological problems. Dean refutes this criticism showing that learning disabled children have a perceptual organization deficit when compared with emotionally disturbed children. (Author/BEF)

Two experiments examined the effects of blocking of word lists (grouped by semantic category membership or randomly ordered) on the dichotic listening performance of second-and fifth-grade children. (CM)

A review of the representative research and theoretical literature on right hemisphere processes and psychophysiological models regarding the functional organization of the brain is presented. (Author)

The purpose of this study was to determine what effect exposure to linguistic input pertinent to kinship terms and kinship relations has on the acquisition of the meaning of such terms. The subjects were 84 German children living in families, and 84 orphans. (Author/CFM)

The relationship between students' study processes and the structural complexity of their learning is examined. Study processes are viewed in terms of three dimensions and are assessed by a questionnaire. Learning quality is expressed in levels of a taxonomy. A study that relates taxonomic levels and retention to study processes is reported.…