The purpose of this experiment was to see if there would be a conditioning of evaluative meaning effect when a procedure was used that reduced contingency and demand awareness. The results lend support to Staats' conditioning of meaning and attitude theory. (Author/KM)

Criticized on logical grounds are the interpretations of many researchers of cognitive development in mental retardation. (DB)

This article discusses fundamental principles of design and interpretation of factorial studies in an effort to minimize blatant misuses of the factor analysis technique. The article concludes with several recommendations for improving the design of factor analytic studies in rehabilitation. (Author)

The concept of the single group experimental research design is to test the null hypothesis that there is no significant difference between the achievement of the pupils under the experimental treatment and their achievement at their previous rate of progress. (Author)

Describes possible curriculum evaluation designs, and the reasons for choosing a randomized control group design for evaluating the Physical Science for Nonscience Majors course. Outlines procedures used in this evaluation. (AL)

Problems in making inferences from a sample to a population and from one cohort to other cohorts are discussed. It is concluded that in most cases a longitudinal design using repeated measures is preferable to an independent samples design. (Author)

The approach to outcome research described here has the double merit of preserving individuality and permitting pooling of data for overall analysis of results. (Author)

Structural grammars are seen to have a definite place in child development research aimed at the development of tests and language programs designed to alleviate child language problems. (Author/KW)

A graduate educational research methods class assessed selected effects of instruction on research consumership and compared four types of assignments requiring research article appraisal. (Author/MF)

"A partial replication and extension of Bruner and Kenney's (1966) study of the concept of proportionality was run with 5- and 7-year-old children... Results demonstrated importance of avoiding verbal ambiguity in the investigation of nonverbal cognitive competence. (Author)