This study investigated the relationship between English teachers' knowledge of and attitude toward behavioral objectives. A questionnaire was given to 134 English teachers in Allegheny County, Pennsylvania. Four conclusions were drawn from the study: (1) no statistically significant relationship existed between the teachers' knowledge of and…

A study attempted to determine the usefulness of skin resistance and other physiological measures as indicators of a simple cognitive skill such as the immediate recall of digits. Subjects were placed in a sound attenuated chamber and wired for heart rate and skin resistance recordings. The task involved immediate recall of a 10 alternative digit…

The discussion outlines a number of complex problems in both measuring counterarguing and establishing its causal role in the persuasion process. The authors emphasize that given these limitations, data from measures cannot at this point clearly establish the validity of theoretical positions that emphasize counterarguing as an intervening…

This report is a review of Olson's "Cognitive Development." Unlike a typical book review it does not compare and contrast the author's theoretical framework and methodological practices with those of others in the field, but rather it extensively describes and critiques the reported empirical work. The reasons given for this approach are that…

Describes cognitive deficits that are attributable to alcoholism and discusses the prospect for recovery of these impaired skills. Considers the potential treatment role of neuropsychological testing and its implication for alcoholism counselors. (Author/KS)

The relationship between speed of information processing and Intelligence Quotient (IQ) was examined in 62 college students using timed paper-and-pencil substitution tests to measure processing speed. A psychometrically better IQ test showed a strong linear relationship between mean time to code and its correlation with IQ; this relationship was…

Performed confirmatory factor analyses of Kaufman Assessment Battery for Children (K-ABC) using subtest correlations for standardization samples provided in manuals to test hypothesis that factors underlying K-ABC are substantially intercorrelated at all age levels for two- and three-factor models. Findings suggest K-ABC cannot distinguish between…

Presents new analysis of Planning-Arousal-Simultaneous-Successive (PASS) model of information integration and provides new results to support operationalization of model. Results of factor analysis of data from PASS test battery responses of 434 students in grades 2, 6, and 10 support utility of assessing planning, simultaneous, and successive…

First graders (N=26) completed the Wechsler Intelligence Scale for Children-Revised, McCarthy Scales, and Woodcock-Johnson Scales of Cognitive Ability. Two years later, their academic achievement was determined by Wide Range Achievement Test and teacher ratings. Results suggest that all three intellectual measures are appropriate for predicting…

Results of study 1 indicate that subjects promised credit for rigor wrote more words and more constructs than did their nonmotivated counterparts. Results of study 2 demonstrate that writing apprehension scores and self-reports of situational motivation predicted both loquacity (amount of words) and cognitive complexity scores. (Author)

Normative data for the Advanced Raven's Progressive Matrices are presented based on 300 University of California, Berkeley, students. Correlations with the Wechsler Adult Intelligence Scale and the Terman Concept Mastery Test are explored. The relationship between the Advanced Raven's Progressive Matrices and Spearman's g is explored. (Author)

Examined the differential effects of minority status in Blacks (N=94) on a facial recognition test and a naming test. Results showed that performance on the facial recognition test was relatively free of racial bias, but this was not the case for visual naming. (LLL)

Investigated the usefulness of the Halstead-Reitan Neuropsychological Test Battery (HRNB) in discriminating normal from learning-disabled young adults. Results supported previous research in demonstrating both that normals perform more adequately than brain-damaged subjects on all HRNB tests, and that normal and brain-damaged subjects can be…

A review of selected experiments indicates that not all examples of experimental amnesia are due to the failure of a memory to fixate. In sum, the empirical retrograde amnesia gradient does not necessarily support traditional consolidation theory. (Editor)

In this study 126 high school students were administered the Karplus Island Puzzle and interviewed individually to determine if the puzzle measured Piagetian-type operational thinking. Results indicated that the puzzle did not characterize an individual's cognitive level. (SL)