This research note reports an investigation into the relationship tetween date of birth and early performance at school and especially into whether there were more poor achievers'' born during the summer months than in other months. (Author)

This study examined the relationship of SES, urvan vs. rural residence and geographic region to the IQs obtained by children on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). (Author)

Data lend support of the contention that the introduction into a situation of a salient feature phenomenally consistent with the behavior enacted will tend to attract to it causal attributions and consequently affect attitudes toward the behavior even though the feature has not actually caused it. (Authors/CB)

The relative weakness of sex-role labels as reinforcers, and the disappearance of differential effectiveness of male and female labels at the fourth-grade level would appear to be congruent with Kohlberg's (1966) cognitively based theory of sex-role acquisition. (Authors)

Investigation focused on the conceptual modification of professional and bureaucratic role conceptions which accompanies passage from education student to public school teacher. (Authors)

Results of the study lend support to the contention that the interview method is superior to the conventional lecture method is promoting achievement. (Authors)

Study investigates whether the i.t.a., as well as two other revised orthographies, facilitate the perception of linguistic structure. (Authors)

The present study is based on a form of task analysis that explicates in detail the hypothesized solution behavior of skilled performers of the task. (Authors)

Study attempts to determine the personality characteristics of high school students with an accent on two stereotypes, hippies'' and straights''. (RK)

Students showed no significant agreement with any of the other rating groups regarding least effective teachers. Students' judgments were related to class level and self-reported academic achievement suggesting that teacher evaluations represent a complex interactional process necessitating the specification of rater characteristics. (Author)