Reading comprehension and vocabulary scores, and verbal and nonverbal IQ were significantly related to both simultaneous and successive processing ability in fourth grade Canadian boys. High levels of both types of processing ability are necessary for high achievement; high levels of one type only will result in moderate achievement. (Author/GDC)

Reviews current studies that emphasize teacher thinking processes. (Author/MLF)

A comparison of three models of language learning: the Creative Construction Hypothesis, the Interlanguage Hypothesis and The Approximate Systems Model. Evidence is provided to support the hypothesis that the third model which incorporates both functional and linguistic analysis describes second language learning and explains why learners progress…

The development and validation of the Test of Thematic Analysis (TTA) are described. The TTA measures the effects of liberal education as distinct from other kinds of education and general maturation. Scores were higher among seniors than freshmen at traditional liberal arts colleges. No significant differences were obtained at two vocationally…

An information processing model was fitted to individual learning of paired associates and word definitions for 378 fifth to tenth-grade students. Reliable individual differences in acquisition rate and long-term retention were found. Correlations with traditional aptitude and achievement scores were discussed; no significant sex or ethnic group…

Reports on research concerning cloze techniques; shows how a technique termed the "Interactive Cloze Procedure" was used to help eighth grade students study the use of imagery in a literary selection. (MAI)

Reports a study of the cognitive preferences of 599 tenth grade students in physics, chemistry, and biology and the effects of sex and school type on outcomes. Findings indicate cognitive preference was the same for all three sciences, sex is not significant, and school type affects curiosity and utility outcomes. (SL)

The following three beliefs about language learning are discussed: the study of languages provides rigorous training for the mind; it should lead to a more precise understanding, appreciation, and use of one's native tongue; and students should be guided to the stage where they can learn primarily through self-instruction. (SW)

Seventh-grade students enrolled in two average classes were pretested, randomly assigned to two training groups--an active group in which physical materials were employed and a verbal group in which standard textbook procedures were employed--immediately posttested and posttested one month later. The active group showed greater achievement and…

The purpose of this article is to examine the capacity limitations of the active memory system as seen in the nature of the forgetting mechanisms. (Author/NCR)

The author reviews pertinent studies conducted between 1917 and 1973 in which the introspective-retrospective technique of data gathering was employed in determining the mental processes of children in arithmetical reasoning and the difficulties encountered. (MN)

The results of initial validity and reliability studies on the Rational Behavior Inventory are presented. The instrument was developed to be used for assessment, treatment planning, and evaluation of clients by counselors who use Rational Emotive Therapy. (Author/JKS)

A pretest-posttest research design was used to measure changes in three criterion variables of 150 students enrolled in an undergraduate textile class using programmed instructional materials. Findings have implications for the design of organized learning sequences to help individuals process information more efficiently for complex…

This paper stresses that adopting a particular value position influences one's approach to value education. It argues against the major traditional models of curriculum research, and makes suggestions with respect to value education in the schools. Paper presented at American Psychological Association, Chicago, 1975. (Author/BP)

This paper describes an undergraduate career planning course. It gives a course history and an overview of critical issues in student development. This is followed by a description of the design, development, and results of course evaluations, and finally by implications for similar future programs. (Author/BP)