Data from a study of teacher-bias and teacher-expectancy effects on elementary school students' achievement test performance are presented. Analysis of the data revealed that the teacher-bias manipulation had no effect and that the teacher-expectancy manipulation was strongly related to test performance. (Author/RC)

Results of an investigation to determine if differential study habits between internal and external individuals could be a significant factor in the link between locus of control and academic achievement indicate that the study habits are an important factor. (Author/KM)

The present study attempted to predict locus of control orientation from responses given to TAT cards by both male and female Ss. (Author)

Compares four reading formulas to determine how well each of them predicts success among a population of 733 fourth and fifth grade students. (RB)

Describes a study involving administration of a home environment inventory to a sample of 77 mothers and infants in order to explore its ability to predict later mental test performance. Correlations between home inventory data and measures of infant development over a period of 30 months were higher than those typically reported. (ED)

In each of three experiments, both cue validities and task predictability were held constant while the sign of the cue validities and cue intercorrelation were varied. (Editor)

Examines the relationship between reading skills and academic success among college students. (RB)

To examine the proportion of variance in adaptive functioning predictable from mental ability, chronological age, I.Q., evidence of brain malfunction, seizure medication, and receptive and expressive language scores, 25 severely and profoundly retarded institutionalized persons (2-19 years old) were administered the Bayley Infant Scale Mental…