Evaluates the effect of question type (rote, conceptual) and adjunct question response mode (multiple choice, short answer) on rote and conceptual learning outcomes of 98 undergraduate high and low ability readers. Results indicate rote adjunct questions are more helpful to readers and high reading ability students demonstrate better test…

Details a study showing that for young children, proactive semantic cues were the most helpful in reading. Reveals also that the children made miscues displaying semantic associations across cue types. (FL)

Course instruction was manipulated to yield two different levels of structure in an analysis of the effects of course structure on student satisfaction for 166 introductory educational psychology students. Results suggested that student satisfaction for different degrees of course structure depends on personality attributes. (Author/LC)

This study suggests that quick, easily administered and scored, nonverbal group tests, such as the Hidden Figures Test, may be useful in selecting students for science and engineering courses in developing countries where demand for manpower is great, but where availability of measuring instruments is limited. (Author/AL)

A short verbal aptitude test was administered under varying time limits with answer sheets specially designed to allow items that had been skipped to be identified. It appeared advantageous for the more able (based on grade point averages) but disadvantageous for the less able to skip items. (Author/RL)

The initial development and validation of the Academic Self-Concept Scale (ASCS) as a measure of an academic facet of general self-concept in college students is reported. Data supports reliability and validity of the ASCS. (Author/GK)

Effects of cognitive style matching on interaction patterns in teacher-student dyads were investigated. Cognitive similarity/dissimilarity was not associated with the interaction patterns. Dyadic interaction was affected by factors including cognitive style and sex of teachers and students and contextual factors, particularly whole class v…

Reports research on the communicative behavior of a hearing child whose parents communicated with him, from birth, in both signs and words. The child's expressive ability accelerated in both modalities and this is possibly attributable to the addition of the signed component. (PJM)

Women were classified as career or homemaker oriented. Significant differences between groups were found on variables within enabling conditions (family characteristics), facilitating conditions (educational and vocational characteristics), and precipitating conditions (attitudinal factors). Enabling conditions best differentiated the groups.…

Five new test batteries are reviewed: California Achievement Tests, Iowa Tests of Basic Skills, Metropolitan Achievement Tests, SRA Achievement Series, and Sequential Tests of Educational Progress. The review covers six basic areas: test administration, norming, test scores, reporting and interpretation, aptitude test considerations, and general…

Ability, emotional, personality, and task variables interact to influence the performance of learning disabled children on academic tasks. Analysis of the learning-teaching style that produces optimum student response will help in determining the best teaching method. (CJ)

In this study with 132 secondary school geometry students, three significant aptitude by treatment interactions were found. Students with high reasoning scores and those with high processing scores profited more from the transformational treatment on point and line symmetry. (MP)

The Survey of Reading Attitudes was administered to normal and disabled readers from the intermediate grades. A discriminate function analysis was performed on their scores. The findings indicate that Expressed Reading Difficulty, Reading as Enjoyment, and Reading Group are the three variables that discriminate between these two groups. (Author)

Because the skills tested on the Scholastic Aptitude Test (SAT) are higher order skills than those of basic literacy, teaching basic literacy will not necessarily improve SAT scores. The National Assessment of Educational Progress, which does test literacy, indicates that students do possess basic literacy skills. (IRT) Aspect of National…

The article reviews the literature on the quantification of achievement-aptitude differences in learning disabled students, outlines and discusses criteria for new and more adequate procedures, and presents step-by-step procedures that can be routinely followed. (Author/DLS)