"This article is based on a paper presented on May 5, 1969, to the State Media Personnel Institute held at Western Michigan University, Kalamazoo. About 20 references are appended. (Authors/LS)

Children's use of contextual discrepancy and stressed intonation to interpret literal form and illocutionary function in the use of ironic utterances was examined in two experiments, each using first- and third-grade children and college-age adults. Results suggest a complex relationship between literal form and illocutionary function in…

Preschool and third-grade children judged the emotional states of other children on the basis of expressive cues alone, contextual cues alone, or both expressive and contextual cues. Older children were more accurate than younger children only when given multiple cues. Results are discussed in terms of cognitive-developmental and social learning…

Analyzes and categorizes directional factors, and exploratory sequences related to them, via videotaped sessions of two teenage school work groups. Shows stimuli which initiate exploratory sequences are found for all directional factors in problem solving or decision making. Reveals rule-governed or routinized behavior relates to directional…

Current scoring procedures depend on unrealistic assumptions about subjects' performance on the rod-and-frame test. A procedure is presented which corrects for constant error, is sensitive to response strategy and consistency, and examines qualitative and quantitative aspects of performance and individual differences in laterality bias as defined…

Three item-construction principles for multiple-choice tests were studied to determine how they affected test results for high school students: (1) use of incomplete sentence stem; (2) location of blank in the stem; and (3) presence of noncueing material. Differences in item construction had a slight effect on test results. (Authors/CJ)

Explored are the use of cues and their possible interaction with learner ability in concept formation under inductive instructional methods. Two inductive treatments, cued and noncued, were administered to ninth- and tenth-grade students. Results indicate significant aptitude treatment interaction with verbal comprehension abilities and the two…

Observation data from 46 classrooms demonstrated the importance of context in understanding teacher behavior. Student-teacher interactions for explaining and giving directions occurred a statistically different number of times in self-paced and other-paced (group or interactive) settings. (Author/GDC)

In a theoretical and philosophical discussion, the author examines the results of two drawing exercises he used with elementary students. Exercise One, "blind contour" drawing from life, was based on child-centered art learning theory. Exercise Two, copying an artwork, emphasized the learning of graphic conventions and cultural forms. (SJL)

During oral and silent reading, retention was related to segment length and existence of sentence boundary. Next limits on retention were tested by increasing segment length and difficulty. Performance of less skilled readers was uniformly low; performance of skilled and older readers was again affected by length and sentence boundary. (Author/CP)

A total of 84 Israeli middle- and upper-middle-class nursery school, second and fifth grade children were subjects for a study investigating parallel shifts in dimensional salience and the dominance of these dimensions as organizing principles in memory. (MS)