Children read sets of words under three conditions: with no pictures, with related pictures, and with unrelated pictures. Results indicated that words were read more slowly whenever pictures were present; that unrelated pictures produced more interference than related pictures; and that both effects were inversely related to reading ability.…

Hagen's central-incidental learning task, the Intellectual Achievement Responsibility Questionnaire (IAR), and the Nowicki-Strickland Scale (N-S) locus of control measures were used to examine selective attention and locus of control--two variables associated with motivation and learning--with 56 normal and learning disabled junior and senior high…

Understanding learning strategies used by gifted students can help teachers improve effectiveness in all learners. Six traits common among the gifted and modifiable in students with learning difficulties include (1) superior concentration skills; (2) field independence; (3) reflection; (4) internal locus of control; (5) active learning; and (6)…

In self-regulated learning, metacognitive components are necessary but insufficient. There is a need for a strong learning intention which can compete with other goals, interests, and distracting stimuli. Task accomplishment is an important factor in continued motivation and intention. (JAZ)

Contrasts a fixed-rate presentation list with one in which half the items in a single list were presented at a fast rate and half at a slow rate during paired associative learning with 24 children (aged 8 to 22 years) who were diagnosed with having an attention deficit disorder. (HOD)

Describes two experiments that examined the effects of quantity and depth of processing on elementary school children's time perception. (HOD)

Tested two models of the relationship between a hypothetical attachment mechanism and an incompatible motivation (a tendency to explore) by pitting two levels of attachment motivation against two levels of exploratory motivation among 15- to 18-month-old infants, alternating freely between play with novel toys at one end of the room and visits…

Classroom behavior has been shown to be, in some cases, more important than measured ability for predicting young children's academic outcomes. This study examined the relationship between kindergarten children's work-related classroom behaviors and their kindergarten and first-grade achievement. A battery of achievement tests (receptive…

Two experiments were conducted investigating the extent to which transfer of training would take place. (Editor)

Tested whether individuals with Type A coronary-prone behavior focus attention more on important tasks, than do Type B's. Results indicated Type A's performed better on math problems and recalled more fatigue-related mood items when task was important, whereas Type B's performance did not differ between the task categories. (Author/RC)

Twenty-eight students (ages 9-12) with learning disabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitoring of attention (SMA). On-task behavior was significantly higher in both SMA and SMP than in SSP. Neither SMP nor SMA were inherently superior across subjects,…

Effects of self-monitoring on-task behavior, academic productivity, and academic accuracy were assessed with six elementary school students with learning disabilities. Although all three interventions yielded arithmetic improvements, self-monitoring academic productivity or accuracy was generally superior. Differential results were obtained across…

Two studies with 50 students (ages 1 to 21) with severe, profound, and multiply handicapping conditions examined similarities and differences in behavior state conditions. Among findings were that profile groups could be identified by behavior state patterns and that students spent an average of 42 percent of classroom time in state conditions not…

This study investigated student academic responding time as a function of time of day for 122 students (grades 2-4) with and without disabilities in 10 urban and suburban schools. Student academic responding time was higher when an academic activity was occurring, an active task was underway, and an individual rather than a group structure was…

Used NICHD Early Child Care data to examine effects of attentional persistence on relationship of infant negative emotionality to age 3 outcomes. Found that high negative emotionality related to low social competence only when attentional persistence was poor. Found no moderating effects of attentional persistence for behavior problems. High…