This study examined the prediction of reading achievement for 144 second-, third-, and fourth-grade children in classrooms differing in program openness. Intercorrelations of nine cognitive and personality variables were factor analyzed, and four components representing creativity, conceptual tempo, attitude, and intellectuality were extracted.…

Results suggest that SES is a greater determinant of participation in private and semi-private out-of-school educational opportunities than is ethnicity. For public area activities use was fairly similar except for the Asian American's reported greater use than the black Americans. Neither propinquity nor parental attitude is related to use.…

In this study wordless picture books were used to assess cultural differences in three groups of children. (MKM)

Since research has shown that nonintellectual factors relate to the way in which medical student performance is measured, this study explored whether attitudes, expectations, and social values of interns as ascertained on the first day of internship correlated significantly with subsequent assessments of clinical performance by physician…

Several traits were measured in dyslexic and normal children: self-concept, achievement motivation, general manifest anxiety, test anxiety, and behavior deviance. Dyslexic children showed poorer personality adjustment; those dyslexic children who were successful in remedial training showed better emotional adjustment. Implications for remediation…

In an experiment using graduate students, fear of success and fear of failure were highly related factors, but neither interacted with item difficulty to affect test performance. Neither fear of failure nor fear of success influenced males or females differently. (Author/GDC)

Seven formulas for scoring test items with two options (true-false or multiple choice with only two choices) were investigated. Several conditions, such as varying directions for guessing and whether testees had prior knowledge of the proportions of false items on the test were also investigated. (Author/JKS)

Three measures of field dependence were used to determine whether: (1) Mexican American students are more field dependent than Anglo Americans; (2) intercorrelations between the tests are significant and comparable for both cultures; and (3) field dependence significantly affects academic performance. These assumptions were generally not…

Some factors related to the reentry of adult females to post secondary education, as reported in recent literature, are reviewed. Barriers and opportunities in continuing education, current theories and research on career choice for women, and sex bias in counseling and interest inventories are discussed. (GDC)

Black undergraduate students (N=262) randomly assigned to three groups read premarked reading materials having both correct and extraneous markings. Results indicated that markings significantly affected reading comprehension. Recommendations for educators concerning correct and extraneous markings are made. (Author)

The author suggests the use of expectancy tables as a method for informing students about the predictability of their future performance. The expectancy table simply and directly reveals the relationship between measures of past performance and those of future performances. (Author)

The job performance of a national sample of 939 physician's assistants was assessed by both a self-rating scale and one completed by supervising physicians. Three quarters of the supervisors were greatly satisfied with their assistants. Amount of education and previous medical experience did not affect job performance. (Editor/LBH)

An experimental condition consisting of explicit timing of the students' five-minute composition period, self-scoring, and public posting of highest scores was introduced, removed, and reintroduced. The introduction of the experimental condition led to marked increase in the number of words written by all students. (Author)

Critically analyzes recent research studies that examine background variables, cognitive style, and psychological type as influences on performance in college-level computer science courses. Implications for matching curriculum and instructional strategies with student characteristics are presented, recommendations for further research are made,…