An examination of the role of metacognitive thinking (a secondary level of understanding in which an individual shows knowledge of his/her own cognitive process and products) in the cognitive training of exceptional students is presented. (PHR)

The effects of feedback on the approaches of 20 hyperactive and 20 hypoactive children (ages 6 to 10) to a vigilance task were studied. Results showed that hyperactive Ss had more errors than hypoactive Ss under the feedback for correct responses condition and fewer errors under the feedback for false alarms condition. (PHR)

A question is raised as to how much emphasis should be placed on the use of technical terminology in lectures, reading assignments, and tests, particularly in introductory college courses, if all that is facilitated pertains to factual recall. (JD)

A review of handwriting research conducted in the 1970s reveals that innovative statistical designs were being used, a large number of experimental studies were conducted, and there was increased emphasis on teaching handwriting to handicapped students. (JD)

Investigated the relationship between self-esteem and performance outcome as related to causal attribution. Results indicated that: (1) success was attributed more to ability and effort; (2) performance outcomes consistent with self-esteem were attributed more to ability and task difficulty; and (3) performance outcomes inconsistent with…

The effects of task-overlapping linguistic noise on activity and performance of hyperactive and control children were assessed. Results suggest that task difficulty may play a role in the effects of overlapping stimulation on both groups. (Author/GK)

Symmetrical signs were acquired significantly faster than were asymmetrical signs, and touch signs were acquired significantly faster than were nontouch signs. Results of the acquisition of iconic v abstract signs were inconclusive. (Author)

Results of an analysis of variance revealed that iconicity enhanced learning, similarity interfered with acquisition, and there was no effect of vocabulary age within the range studied. (Author)

Results generally supported the contention that mentally retarded Ss will perform better under reinforcement conditions; they also suggested a factor other than generalized expectancy that must be considered in explaining the motor performance of mentally retarded individuals. (SBH)

The effects of two types of self-determined reinforcement contingencies on children's test performances were investigated and compared to each other and to externally determined contingencies. Suggested that self-management that includes self-determined contingencies of reinforcement procedures may provide useful techniques. (Author)

Evaluation of students' dance performance provides feedback for developing skills and self-awareness. (JD)

The study investigated the influence of intertrial interval duration on the performance of three autistic children (ages 2 to 12) during teaching situations. The results showed that the short intertrial intervals always produced higher levels of correct responding than the long intervals. (Author/PHR)

This evaluation study illustrates several ways of measuring post-training job performance, a variety of measurement problems, and the impact of evaluation upon administrative decisions. Measurement problems are discussed in terms of six dimensions. (Author)

The interrogative strategies of 20 institutionalized mentally retarded young adults and 38 nonretarded first and fourth graders were investigated using a 20-questions-type task. (Author)

The article identifies three approaches for the study of braille reading, describes some examples of the approaches, and makes some suggestions for future research. (Author/PHR)