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Peer reviewedHaaf, Robert A. – Journal of Experimental Child Psychology, 1971
Descriptors: Cues, Discrimination Learning, Grade 2, Performance Factors
Peer reviewedMonk, Janice J.; Stallings, William M. – Science Education, 1971
Descriptors: Academic Achievement, College Science, Evaluation, Learning
Messer, Stanley – Child Develop, 1970
Supports the proposition that anxiety over intellectual performance is one antecedent of a reflective cognitive disposition. (Author/WY)
Descriptors: Abstract Reasoning, Anxiety, Performance Factors, Personality Theories
Peer reviewedHayes, R. W.; Venables, P. H. – Perceptual and Motor Skills, 1970
Descriptors: Acoustics, Behavior Patterns, College Students, Cues
Webb, Harold V. – American School Board Journal, 1970
Descriptors: Board of Education Policy, Contracts, Performance Criteria, Performance Factors
Thumin, Fred J. – J Appl Psychol, 1969
Descriptors: Job Applicants, Males, Performance Factors, Personality Measures
Bare, Carole E. – Programmed Learning Educ Technol, 1970
Descriptors: Childhood Attitudes, Elementary School Students, Man Machine Systems, Performance Factors
Greenwald, Anthony G. – Psychol Rev, 1970
Descriptors: Feedback, Motor Reactions, Performance Factors, Responses
Peer reviewedVasta, Ross; Green, Pamela J. – Child Development, 1982
When reference cues are added to a pattern copying task, males' performance improves, but females' remains the same. This superior cue utilization may partially explain differences in spatial abilities. The present research attempts to determine the optimum locus for facilitation of copying by reference cues. (RH)
Descriptors: Children, Cues, Nature Nurture Controversy, Performance Factors
Peer reviewedCrino, Michael D.; White, Michael C. – Journal of Management, 1982
Examined the effects of feedback on intrinsic motivation to perform a task. Male college students (N=50) participated in a puzzle task. Four measures of intrinsic motivation were used. Results indicated that redundant task performance feedback may not yield positive effects on attitudinal measures of intrinsic motivation. (JAC)
Descriptors: College Students, Feedback, Higher Education, Motivation Techniques
Peer reviewedMishra, Shitala P. – Journal of Clinical Psychology, 1983
Compared scores of 40 children on the McCarthy Scales of Children's Abilities when administered by a trained examiner or mechanically administered. The two administrations did not produce significant differences in performance except for the Words and Sentences subtest, which scored significantly higher when administered by examiner. (JAC)
Descriptors: Elementary Education, Elementary School Students, Examiners, Intelligence Tests
Peer reviewedDeFries, J. C.; Baker, Laura A. – Child Development, 1983
Data on reading-disabled and control probands (pairs matched for sex, age, and school district) and their families were subjected to a comprehensive longitudinal-familial path analysis. Covariance matrices were constructed from composite scores for reading performance and for coding and symbol processing speed, and maximum likelihood estimates of…
Descriptors: Children, Longitudinal Studies, Parent Influence, Path Analysis
Peer reviewedMcCall, Robert B. – Child Development, 1983
Argues that nonshared within-family environmental variation is a major influence on general mental performance. Data are presented from longitudinal studies revealing that intraindividual variation over age in IQ accounts for as much or more variability than has been estimated to be the nonshared within-family environmental variability in IQ.…
Descriptors: Children, Family Influence, Individual Development, Intelligence Quotient
Peer reviewedRosser, Rosemary A. – Child Development, 1983
A total of 120 children between four to eight years of age were administered four sets of visual perspective-taking tasks. Results supported the hypothesis that children's task competence would be a fraction of the number and type of spatial relationships embedded in the stimulus displays. (Author/MP)
Descriptors: Age Differences, Children, Cognitive Processes, Performance Factors
Peer reviewedFuchs, Douglas; And Others – Journal of Psychology, 1983
Investigates, in 34 handicapped preschoolers, the role of examiner familiarity in the performance of tasks requiring high or low levels of symbolic mediation. Subjects performed better with familiar examiners on tasks requiring high symbolic mediation; no differential performance was obtained on items requiring low symbolic mediation. (Author/RH)
Descriptors: Experimenter Characteristics, Learning Disabilities, Performance Factors, Preschool Children
