Investigated the roles of successful task performance and achievement instructions on attitudes regarding the guided-design approach to instruction. Results revealed that students erroneously informed that they had done well on the task stated more positive attitudes. However, the achievement instructions did not have a statistically significant…

The pros and cons of using literature in an ESL classroom are examined. It is argued that if literary texts are used, they must be carefully selected and approached in a manner promoting an aesthetic interaction between reader and text. An example of this technique is given. (Author/MSE)

The performances of five- and six-year-old children on several motivation tasks (causal attribution, affective self-motivation, goal setting, and perception of task difficulty) were compared in order to determine the emergence of motivation as a self-reinforcing system in young children. (MP)

A comparison of double as opposed to single multiple-choice questions yielded significant differences in regard to item difficulty, item discrimination, and internal reliability, but not concurrent validity. (Author/PN)

Tested the hypothesis that increasing problem complexity elicits strategies of greater efficiency from older adults. Responses of older and younger adults were compared in a version of "Twenty Questions." No evidence was found that older adults seek more efficient strategies. Both groups maintained the same strategies. (Author/JAC)

A taxonomy is proposed for evaluating the quality of learning in terms of a composition's structural complexity. Five writing structure levels are distinguished (incoherent, linear, conventional, integrated, and metaphoric) and samples of high school students' compositions illustrate each. Implications for both the psychology and teaching of…

Forty-two experienced teachers rated a set of reading passages by the SEER and the Rauding procedures. Findings indicated that the two procedures resulted in significantly different ratings, that teaching experience did not affect the rating, and that the SEER ratings agreed substantially with readability formula estimates of the same passages.…

Describes the International Baccalaureate (IB), a demanding core curriculum with rigorous examinations developed for secondary students in Europe. Discusses the reactions of several U.S. educators who have used the IB and presents sample questions from IB examinations. (RW)

Investigates the hypothesis that strategy development might occur within or beyond the period of formal operations, but that this development might be discernible only beyond the second order of analogical relations. Adolescent strategy development in the solution of third-order analogies resembled in pattern the preadolescent development found in…

Children and adults were asked to place something "in front of" or "behind" a featured or nonfeatured object. Most subjects responded to the object's inherent features. A significant number of adults used the observer orientation cue. Children had more difficulty with the nonfeatured object but also used the observer…

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 reliability and validity of a priori estimates of item characteristics are assessed. Results suggest that judges can make a modest contribution to estimation prior to actual administration. (Author/GK)

An analysis of descriptive and narrative passages written by 45 first-semester college freshmen early in the semester suggests that mean T-unit length is not a stable individual trait either within the descriptive mode or across description and narration. (GT)

Experiments conducted with freshman composition students suggested that (1) the repeated use of a control stimulus passage does not result in increased syntactic complexity; (2) both overt and covert cues elicit more complex writing than do no-cue situations; and (3) the effect of overt cues seems to be retained, at least across a short duration.…

Describes a technique devised to isolate topics of high perceived difficulty in a school biology syllabus. Discusses results obtained from questioning school pupils, teachers, and university students. (Author/CS)