It is one thing to be able to count and share items proficiently, but it is another thing to know how counting and sharing establish and identify quantity. The aim of the study was to identify which measures of numerical knowledge predict children's success on simple number problems, where counting and set equivalence are at issue. Seventy-two…

This study investigated the recognition of Swedish inflected nouns in two participant groups. Both groups were Finnish-speaking late learners of Swedish, but the groups differed in regard to their Swedish language proficiency. In a visual lexical decision task, inflected Swedish nouns from three frequency ranges were contrasted with corresponding…

Research suggests that allowing individuals to control their own practice schedule has a positive effect on motor learning. In this experiment we examined the effect of task difficulty and self-regulated practice strategies on motor learning. The task was to move a mouse-operated cursor through pattern arrays that differed in two levels of…

Standardized and nonstandardized assessments of phonological awareness skills were administered to two groups of 6-year-old children. Group 1 passed a language screening but exhibited mild or moderate phonological impairments on the "Assessment of Phonological Processes--Revised." Group 2 passed a language screening and exhibited no phonological…

An attempt to systematize the description of the errors that programers make. (Author)

The Mathematics subtest of the Peabody Individual Achievement Test is analyzed and its content represented in a format similar to that used in diagnostic math tests. An error analysis matrix is provided and its use is illustrated with application to the mathematics performance of a sixth grade child. The subtest is recommended as a diagnostic test…

Specific evaluation design is a non trivial problem which must be developed through a set of procedures involving considerable study of the enterprise to be evaluated. Three criteria to be considered when an evaluator provides data for a decision maker are: (1) the percentage of the evaluation data that are actually used by the decision maker; (2)…

This article looks at the problem of obtaining accurate income data from cross-sectional surveys and explores the implications of rounding of income to the class boundaries when using grouped data. (Author/RM)

Many errors in ESL students' writing are caused by misleading cognates, words in the two languages which look alike, yet do not mean the same thing. (DD)

This paper presents a psychometric analysis of the criterion problem in neo-Piagetian concept development research. The evidence shows that false negative and false positive criterion errors have the same effect on the null hypothesis so that the criterion with the lowest error rate should be utilized. (Author/JMB)

This study tested Piaget's explanation of infants' perseverative error in manual search by comparing searches when the object was (1) hidden, (2) covered but visible, and (3) uncovered. Errors occurred under all three conditions, with conflict at a maximum when the object was hidden. (Author/JMB)

Nine speakers with verbal apraxia repeated 12 consonant-vowel-consonant target syllables four times each. Significantly more errors were produced in voiced than in voiceless contexts. Sixty-six percent of productions were produced in the same manner for first and last trials. (Author/DB)

In this study, the statistical properties of extended caution indices are investigated, and their relationships to Guttman scales and to item and person response curves are discussed. Further, these indices are standardized, and an example of their potential usefulness for diagnosing students' misconceptions is shown. (Author/BW)

Two studies with three-year-old children tested the hypothesis that, whereas errors of phenomenism predominate when children are asked about objects' real and apparent properties, errors of intellectual realism predominate when children are asked about objects' real and apparent identities. Results provided some support for the property-identity…

Analysis of errors on naming and recognition tasks performed by 34 children (4-12 years old) with language disabilities revealed a specific problem with naming rather than a more general vocabulary deficit and indicated four major types of errors, the most frequent of which were semantic substitutions. (CL)