Investigates impact of achievement test results (N=285) on 13 sixth-grade teachers' expectations using hypotheses from cognitive dissonance theory. Shows teacher expectations changed very little as a result of feedback, and test results for both under- and overestimated students were rejected. (AH)

Forty-five teachers of educable mentally retarded (EMR) students and 34 first-grade teachers rated their students' mathematical abilities on a seven-point scale. The EMR teachers rated their students significantly lower than did first-grade teachers, although they performed comparably on the Peabody Mathematics Readiness Test. (Author/LC)

Traditional academic expectations of learners labeled mildly mentally handicapped are investigated. It is argued that databased, behaviorally oriented instructional technology provides directly relevant, practical programing information for classroom teachers. (Author)

Reports the results of a 1980 survey of teachers in Los Angeles (California) and Tokyo (Japan). Among the findings were that Japanese teachers identify with their schools and are committed to service, while American teachers are more independent and view teaching as a job. (Author/JM)

Subjects (N=48) attempted 24 trials of a psychomotor task to avoid aversive stimulus. Subject-experimenters, with solution expectancies instilled, offered information to subjects. Found that subject-experimenter expectancies were communicated to subjects via periodic comments. Expectancies affected subjects' task performance. Previous similar task…

Assessed expectations for counseling success in reference to analytic, behavioral, and Gestalt counseling. Audiotapes were designed, each describing one modality. Differences in expectations for positive results were not found when unbiased descriptions of counseling types were utilized. Only adult females showed expectancy for long-term cure in…

This study examined the degree to which change in examination preparation for graduate statistics was related to measures of attribution, expectancy, prior performance, perceived success/failure, and satisfaction. Performance was the single best predictor of change in preparation. Three attribution measures and satisfaction contributed unique…

Examined the effect of interpersonal trust on perceptual vigilance in a tachistoscopic word-recognition study. Results indicated low trusters had lower recognition thresholds for connotatively negative words. They were more vigilant only for negative words. A manipulation intended to arouse subjects' suspicions about the experimenter was also…

Argues for reversing emphasis on uses and gratifications research in favor of an expectancy model which holds that selection of a particular medium depends on (1) the expectation that the choice will be followed by a message of interest and (2) the importance of that message in satisfying user's values. (PD)

Advances an expectancy model which holds that exposure to media is more likely if gratifications as a result of this exposure are both highly expected and highly valued. (PD)

A model of life-styles based on the form of women's acculturation to academic life is presented, hinging on assumptions of patterned behavior and values expected of women and expected in the academic culture. From 42 intensive interviews, three modes of acculturation emerged, termed reorientation, reaffirmation, and reconstitution. (MSE)

This study tests the hypothesis that student attributions of the causes of success on their examinations (ability, extra help, and extra effort) depends upon the test type (objective, problems, or essay). Findings supported the hypothesis. (AM)

Results of a study indicated that, as age increased from seven to 20 years, reaction time decreased, with males having a more rapid reaction time than females. Beginning at age 10 or 11, subjects developed better motor plans and relied less on rapid reaction time to achieve good anticipation time. (FG)

A study of feedback delay, expectation, and development was conducted in grades four, six, and eight, to assess whether feedback on a school related learning task serves an informational or reinforcing function. Results indicate that feedback serves an informational function and delayed feedback facilitates retention, contrary to reinforcement…

Meyer's reanalysis (TM 504 192) of Cooper and Baron's study (EJ 174 719) appears to be incomplete and contains inferential errors. Each of Meyer's points regarding personal responsibility and expectation measures, as well as the data he presented, are discussed. (RD)