Argues that individual and group differences in priming performance scores are heavily influenced by overall speed and accuracy, and thus are a flawed reflection of internal activation of semantic priming. Suggests that meaningful comparison of groups on the activation underlying priming difference scores requires removing the effects of overall…

Social context and maternal style of requesting and responsiveness were examined in teaching and social interactions in relation to 28 Down's Syndrome (DS) and 28 mental-age matched normal children's cooperation and social initiative. Compliance for DS children was similar to that of normal children for child-initiated exchanges but decreased…

Many children come to school without the essential loving backgrounds they need to learn effectively. Children's experiences in the first months and years of life determine how they will later manage their lives and how readily they will use opportunities for formal learning. Meeting infants' and toddlers' needs--providing a "heart…

Discusses the elements of Montessori education that distinguish it from traditional education for older children and from much current group experience for young children. Focuses on the respect for each child as a unique individual with unique interests and learning styles and on how Montessori education responds to that individuality to…

Delineates the current consensus regarding the nature and the development of intellectual ability. Examines when one would expect general abilities to moderate the relationship among domain-specific and other processes. Reviews recent studies in which general abilities were used as independent variables or covariates. Suggests that generally,…

Latent growth curve analysis was used to study individual differences in initial status and growth rates of antisocial behavior, delinquent peer association, and unsupervised wandering during the transition to early adolescence for 206 European American boys. Findings are discussed in terms of the trait-confluence model for peer influence. (SLD)

The realities of child development defy efforts to categorize children's abilities and attainments within the conventional graded structure. Pupil readiness varies, and children progress in all subjects at different rates. The development of multiage or cross-age groupings, sometimes coordinated with youngsters in tutoring programs, has produced…

Popular and rejected fourth grade children viewed vignettes that depicted a provocation between two children in which the provocateur's intention was ambiguous. Information about the provocateur's affect was provided. Popular, but not rejected, children modified their interpretations of the provocateur's intent based on the affective information…

Examination of the simultaneous communication for two secondary and two elementary school teachers showed high exact and essential equivalence between signed and spoken portions of utterances (92 percent). Although over 90 percent of the utterances contained at least one morpheme mismatch between English and signed main verbs, subjects,…

An error in the data analysis for a study reported in a 1988 paper by Kail is cited. The paper postulated a model that explained individual differences in the speed of processing on cognitive tasks. Reanalysis of the data suggested that support for the original conclusions is considerably weaker than reported. (LB)

A Deming expert explains that his 14 principles are no recipe but must be combined with the theory of profound knowledge, which poses essential questions and recognizes the importance of human variation, intrinsic motivation, and external rewards. She also debunks grading, formal teacher evaluation, tracking, and decentralized management. (MLH)

Draws on self-categorization theory (use of social characteristics to define psychological groups and promote positive self-identity) to explore the effects of demographic diversity on an individual's psychological and behavior attachment to an organization. Membership in a majority-dominated social group may both satisfy the minority member's…

Considers individual differences in cognitive and social functioning and how and why those differences are measured. Presents some issues that are believed to be historically important to the development of testing, particularly intelligence testing, and consequently to the practice of school psychology. Discusses some continuing problems with…

The hypothesis that individual differences in guidance of the motor response may partially account for movement time-intelligence quotient covariance (MT-IQ) was tested using 43 seventh and eighth graders performing 4 tasks. MT-IQ correlations were significant and as large as decision time-IQ correlations. Results suggest the necessity of…

Monash University (Australia) students (n=320) enrolled concurrently in two courses were surveyed concerning their approaches to learning and the classroom presentation of material. Results supported the conception that an individual student's approach to studying in a course is determined in part by his perceptions of the teaching approach. (MSE)