Results indicated recall and category clustering were highest following a manipulation to produce semantic encoding of items and lowest when children focused on items' physical features. Reading disabled boys failed to organize or study as effectively as normals. The reading disabled had difficulty in spontaneously generating effective study…

Responses of approximately 250 Israeli students who evaluated college instruction were analyzed with respect to lower-level (LLC) and higher-level cognitive processes (HLC). LLC and HLC were found to be complementary, rather than competitive; and both contributed to students' ratings of teaching and of course interest. (Author/GDC)

College students who made choices of major and occupation were classified according to Holland categories. Findings support the validity of the Holland typology, but also suggest that separate personality descriptions within each category should be provided for each sex. (Author)

The thought processes involved in students' answers to different kinds of teachers' questions were investigated using data obtained from a previous study. It was found that the chances are about even that there will be a correspondence between the cognitive level of the question and of the response. (Author/GDC)

Researchers observed one urban and one suburban junior high classroom, recording misbehavior incidents, teacher's response, and student's reaction to teacher's control technique. Two categories emerged for student misbehaviors (coping behaviors and challenging behaviors) and one category for teacher responses (managing behaviors). Within each…

Examines the implications of cognitive psychology for some of the fundamental components of instructional development. Behaviorism and information processing are compared in their relationships to instructional design, and potential changes for such ideas as objectives, evaluation, instructional taxonomies, content analysis, and instructional…

Discusses six major errors in management development programs. These failures include (1) not tying development programs to strategic considerations, (2) not properly qualifying participants, (3) not using proper training methods, (4) not differentiating group and individual development, (5) not providing posttraining support, and (6) not…

Describes methods used in a project at George Washington University's Rehabilitation Research and Training Center to predict and classify a family's involvement in a patient's rehabilitation program. As family attitudes can enhance or damage a program's effectiveness, early identification of uncooperative families is necessary so that intervention…

Examines the development of social relations in kindergarten, first-, second-, and third-grade children through an assessment of the children's role-taking skills and classification abilities. (CM)

The authors state that multiple regression is a powerful method of statistical analysis, provides a strength of relationship index, and should replace analysis of variance (ANOVA) in educational research. They also discuss the coding of categorical variables and available computer programs for multiple regression. (Author/MH)

Results of this study indicate that female offspring develop personality types more congruent with their parental-pair type. Degrees of congruence between male offspring and their parents' personality types conform to chance expectation. (Author)

The article explains the value to young children of skill development in the areas of observation, classification, communication, and measurement. It suggests specific science-related activities to help develop each skill. (SB)

Some of the problems and hazards associated with the use of standardized reading test scores in the formation and reformation of ability groups for reading instruction are discussed. (Author)

Presents an overview of the four component parts of the activity of problem solving. These are the types of problems to be solved, the necessary prerequisites, the strategies, and the elements used in applying the strategies. (HM)

It is suggested that reading is not a unitary process, but the acquisition of a succession of skills. Different retarded readers may break down at different stages in the acquisition of these. Each disability type may be associated with a particular type of deficiency in conceptual thinking. (Author/SJL)