Data suggest an ability to use concrete-operational reasoning is not required for doing complex arithmetic, even though it may be necessary for learning these arithmetic skills. (Authors)

The time-series process postulated is a more general form of the integrated moving average model than for which estimation and testing procedures were formerly available. (Author)

Paper presents normative data on the Mathematics Anxiety Rating Scale (MARS), which measures anxiety associated with number manipulation or mathematics concepts. (Authors)

The use of diacritical marking facilitates learning to read and the benefits are neither specific to reading in that medium nor to reading in general. It may well prove that the most significant improvements are in the field of writing. (Authors/MB)

Results showed that imagery and frequency factors have independent and additive effects in verbal discrimination learning. (Author)

Results show the major effect of word association over rhyming as an organizational basis in a list where either or both types are possible. (Author/MB)

Results confirm the observation that college students tend to select the more meaningful of two redundant-cue elements for completion of the associative stage of PA learning. (Authors)

Major purpose of the experiments was to use an instrumental response to study the form of semantic generalization gradients obtained following single-cue and discrimination training procedures. (Authors)

Results showed that instructions significantly increased recognition accuracy. (Author/MB)

Study is an attempt to evaluate what effect detailed, well-defined instructions have upon responses to a personality inventory and attitudes toward the test situation. (Authors)

Data confirmed the difficulties which some African populations encounter when dealing with this type of task. (Author/MB)

Many school systems are experimenting with new ways of reporting pupil progress. This study monitors parent reaction. (Author)

This report describes a technique which can be used to provide both formative and summative evaluation of television programs designed to promote educational development in 3-, 4-, and 5-year-old children. (Author)