Investigated were attention and performance on simple tasks as well as classroom attention of seriously disturbed, communication impaired, autistic children under conditions of reduced auditory input (using ear protectors). (Author)

The rate of 69 percent failure in 1967 to approximately 18 percent 2-years later relates to the independence and objectivity of the examination system. (IR)

Results indicate that at least three factors contribute to the linguistic complexity of "wh-questions" and help to determine sequence of acquisitions: the syntactic function of the individual "wh-forms," the relative semantic complexity of different verbs, and contingency relations in discourse. (MP)

Finds that the usual adult superiority in speed of processing could be markedly reduced if children were given equivalent amounts of domain knowledge. The effect was domain specific; differences in knowledge affected processing rates in both knowledgeable adults and children to about the same extent. (Auther/RH)

Describes a study that assessed (1) differences in causal ascriptions for a given performance outcome between males and females; and (2) sex differences in performance expectations, pretest anxiety, desire to take similar tests in the future, and expectations of performance outcomes on future tests. Contrasts results with previous findings by…

This study investigated how students felt about two types of career education instructional models: field exposure and didactic. Students who received field exposure training felt more positive about their training experience than students who received didactic instruction, possibly explaining why field exposure training is more effective in…

Examined the effects of emotionality of study tasks on face and word recognition in four studies. Results showed face recognition performance was best after an emotional nonself study task. Concluded that self-images are less effective mnemonic aids than the propositional self-concept. (WAS)