The personal perspectives and reflections of individuals with learning disabilities are presented, showing how these individuals were affected by educational and community systems and subsequently helped and/or hindered in their development. The observations provide insight into childhood influences, individual characteristics, and coping…

The model of performance indicators for educational assessment in Portugal includes context; physical, human, technological, and financial resources; functions; and results. Indicators need to partake of the information systems in schools whereby teachers and administrators gain a better understanding of their own processes and planning…

Describes an experiential exercise designed to demonstrate how a good match between environmental characteristics and organizational solutions is critical for the performance of an organization. Use of the game by students and practitioners in production and operations management is explained, and adaptation of the game to other applications is…

This study examined the abilities of 18 adults with familial dyslexia to use steady state, dynamic, and temporal cues in synthetic speech continua. Although subjects were able to label and discriminate the continua, they did not necessarily use acoustic cues in the same manner as did normal readers, and their overall performance was less accurate.…

Sport psychology researchers study the relationship between anxiety and athletic performance. The paper reviews conceptual and methodological issues in the research, examining the inverted-U hypothesis, multidimensional anxiety theory, and catastrophe theory. Research suggests moving beyond the inverted-U and investigating more complete theories…

This paper is intended to help instructional designers who work in the technical arena when moving from tasks to performance objectives. Guidelines are provided for both the analysis and the design phases, and a task analysis worksheet is provided. (three references) (DB)

This study, which assessed hypothesis-testing abilities using a discrimination-learning paradigm, found that 16 language-impaired primary-level children solved fewer problems than 16 controls equated on cognitive level, but the 2 groups used similar hypothesis types to solve the problems. Type of verbal feedback (explicit versus nonexplicit) did…

Comparison of the mental rotation skill of mathematically talented male (n=152) and female (n=143) high school juniors under both timed and extended time conditions showed higher performance by males under both conditions, but the male advantage decreased substantially when the effect of time was minimized. (Author/DB)

One hundred students (ages 6-8) described similarities and differences among exemplars of different categories, identified the categories, and named the exemplars. Large performance differences were found between normally achieving and mildly retarded groups and between mildly retarded and learning-disabled groups, with small performance…

Learning-disabled and average readers (n=120) from grades four through six completed comprehension questions under one of four treatment conditions. Results indicated that computer-mediated text was no better than off-line conditions in improving learning-disabled readers' comprehension. Attribution and metacognitive sophistication were…

The communicative abilities of six sets of same-sex, preschool dizygotic twins were examined. In each dyad, one sibling had a strong history of recurrent otitis media (ROM) but the other twin did not. History of ROM was associated with lowered receptive vocabulary, with no consistent effects detected in expressive speech and language tasks.…

Explains the CAM (Clarity, Awareness, Merit Recognition) process for performance reviews in which supervisors declare personal values, expectations, and operational methods; select employee skills for enhancement and define results; provide feedback, recognition and reinforcement; and distribute merit rewards and build deeper mutual commitments to…

Reanalysis of the data from a 1984 study on making and breaking problem-solving mental sets with 50 children found that gifted subjects who failed to initially form the set made the most errors of any group and were least likely to recognize their own errors. Results suggest that motivational reasons may underly this inferior performance by some…

Two persons (ages 15-24) with developmental handicaps were taught by 2 therapists under varying punishment conditions. Results indicated that the task being taught was mastered by each subject only when the therapist delivering punishment was teaching and that each subject made more eye-to-face contact when the therapist delivering punishment was…

Two studies of a single case (a 5-year-old girl) considered variables in indirect stuttering treatment. In the first study, mother's speech rate was found to correlate with the child's stuttering; in the second study, different parent variables were found to relate to either primary (effortless) or secondary (tense) stuttering. (Author/DB)