After learners of varying ability levels were provided with different types of remedial assistance, the effects on short-term cognitive achievement, retention, and attitudes toward instruction and subject matter were investigated. (Author/GA)

Two studies compared results for students from "modern" and "traditional" mathematical backgrounds on industrial selection tests employed by many industries for recruitment purposes. There were no significant differences in overall performance, nor did inclination toward or away from a technical career in industry seem to…

The relationship between a cognitive style variable, field-dependence-independence, and instructional treatments that differed in two dimensions of discovery learning, level of guidance and level of abstraction, was investigated with 116 prospective elementary teachers. As predicted, field-independent students did better with minimum guidance,…

A sample of first grade children were pretested with the Stanford Early School Achievement Test and posttested with the Stanford Achievement Test. Results demonstrated moderate validity of theformer for predicting first grade achievement. Prediction was better in verbal achievement than in mathematics achievement. (Author/JKS)

Objectives of training in referral counseling of dropout students are diagnosis and training. Diagnosis is to familiarize teachers and counselors with the innovative techniques that measure capability, interests, and aptitudes. Placement is to acquaint teachers and counselors with opportunities available for ongoing schooling for dropout students.…

The study sought to investigate the effects of available science materials, the physical plant, and the patterns of teacher behavior on the behaviors of fifth-grade students. Some significant treatment as well as aptitude-treatment effects were observed. (CP)

Separate-sex norms are no longer applicable for the interpretation of aptitude test scores. The Differential Aptitude Tests must adopt combined-sex norms in order to remain as an effective measurement and counseling instrument. (Author)

A critical review is presented of research conducted during the past 20 years on multiple-choice tests of achievement and aptitude. The design and use of multiple-choice tests is emphasized, but information concerning the socioeducational implications of relying on such tests is also included. (Author/CB)

Discuss seven basic intellectual competencies possessed by all human beings: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal. Because I.Q. tests can measure only the first two qualities, this interview suggests evaluating schools by quality of educational experiences and students by project…

Argues that being "on grade level" in reading does not equip students to meet the standards of an increasingly technological world. Presents research findings indicating that high school graduates need a 15th-grade reading level for admission to most major universities and to succeed in modern vocational colleges. (CJH)

A comparison between education and noneducation majors revealed that high school rank, freshman grade point average, and Scholastic Aptitude Test scores positively correlated as variables with college success indicators for both groups and that there was very little difference between the groups in grades received in common university core courses…

Individual differences among students pose a major challenge to American schools. In this article the literature in the following four categories of learning diversity is reviewed: (1) cognitive abilities; (2) achievement motivation; (3) interests; and (4) creativity. Knowledge about these categories should be used to develop educational programs.…

Discusses new theories of feedback which suggest that all students may not benefit from immediate, positive feedback, depending on their level of ability and the difficulty of the task. Cognitive interpretations of feedback research are reviewed, including motivation to learn, and applications to instructional design are presented. (LRW)

Examines elements of gifted child education, including the process of identifying gifted students, implications for gifted education, and possible outcomes of labeling students. Emphasizes that some gifted children need more than a pull-out program, and that gifted child education can be a pattern for appropriately differentiated instruction. (MM)

The first and founding conference of the European Association for Research on Learning and Instruction was held in Belgium from June 10-13, 1985. This article concentrates on highlights that suggest intersections between three of the six conference themes: problem-solving; cognition-motivation interaction; and individual differences. Conference…