Two experiments tested the Conceptual Dependency Theory, stating that verbs are represented in memory as combinations of actions and relations encoding underlying conceptual structure. Experiment I results supported the conceptual complexity hypothesis, while II rejected complexity for imagery as the predictor of performance. (CHK)

The development of a new technique, the Relative Difficulty Ratio (RDR), is described, as well as how it can be used to determine the difficulty level of a test so that meaningful inter-test difficulty comparisons can be made. Assumptions made in computing RDR include: 1) each item must be scored dichotomously with only one answer choice keyed as…

Two techniques for writing achievement test items to accompany instructional materials were contrasted: (1) generating items from statements of instructional objectives, and (2) generating items from rules for transforming instructional statements (adapted from Bormuth). Items of each type were written by two experienced item writers. Subjects…

Available from: Comparative Administration Research Institute, Kent State University Press, Kent State University, Kent, OH 44242. (IRT)

Among children four to six years of age who were tested for their detection of melodic transformations, performance was superior for transformations that changed contour, for greater changes in contour, and for faster presentation rates. Melodies transformed by reordering tones were as discriminable as those transformed by inserting novel…

Analysis of language samples collected from 110 linguistically normal one- to four-year-olds indicated a direct relationship between chronological age, mean length of utterance, and percent of complex sentences. Analysis of the complex sentences in each sample indicated subcategories for each type of complexity with their own order of acquisition.…

Results indicate that children prefer novel stimuli over stimuli to which they previously have been exposed. (Author)

Three-item orderings and two levels of knowledge of ordering were used to study differences in test results, student's perception of the test's fairness and difficulty, and student's estimation of test performance. No significant order effect was found. (Author/GK)

Proposes formulas for expected true-score measures and reliability of binary items as a function of their Rasch difficulty when the trait (ability) distribution is normal or logistic. Provides an illustrative example for using the proposed formulas. (SLD)

Discusses when one can infer children's use of a rule, the mechanisms underlying the development of rule use, and the relation between understanding and execution. Contrasts relational complexity theory with cognitive complexity and control theory. (Author/KB)

This study examined language and fluency characteristics of single-utterance (SU) and multiple-utterance (MU)conversational turns produced by 15 preschoolers who stutter and 15 nonstuttering peers. Results suggest that MU turns are demanding for young children because they evoke relatively long and complex utterances and that clinicians should…

Strategy use, task performance, and perceptions of difficulty were studied for 34 mildly retarded children and 34 who were not retarded. Results showed that retarded children rated tasks more difficult than nonretarded students and responded less well to brief task training. Metacognitive variables predicted recall performance independently of…