The ability to recognize temporal patterns and position events in time emerges during the preschool years and is refined in middle childhood. This study explored individual differences in temporal cognition in relation to verbal and nonverbal abilities. Children (30 boys, 32 girls; M[subscript age] = 8;2, age range = 6;0-10;8) completed 3…

The generality of academic self-efficacy judgments was examined among 588 high school students who rated their confidence for problem solving. A first-order model with a separate self-efficacy factor for each school subject displayed the best fit, so that verbal and quantitative self-efficacy were more meaningful than general academic…

Four experiments compared three alternative models of linear syllogistic reasoning: (1) linguistic; (2) spatial; and (3) mixed linguistic-spatial. The mixed model, indicating the importance of both verbal and spatial ability, was supported by all four experiments, and for about three-fourths of the undergraduate students studied. (Author/GDC)

Whether students' verbal and mathematics self-concepts were indeed positively correlated after an external comparison, and negatively correlated after an internal comparison, as predicted by the internal/external frames of reference model (H. Marsh, 1986), was studied with 383 high school students. Results support most of the model predictions.…

Three experiments involving 85 learning-disabled (LD) children and 101 non-LD children investigated whether memory difficulties of LD children may be attributable in part to executive processing. Results suggest that LD readers may suffer from executive processing deficiencies, although they do not rule out effects of language-specific processes.…

In 2 experiments, 261 middle school students processed an analogy and responded to factual and inferential target-domain questions in a study of variables that contribute to the formation of analogical misconceptions. Results of both experiments support a six-variable model of analogical misconception formation. (SLD)

Results from the 1979 Minnesota Computer Literacy Assessment show that eighth- and eleventh-grade females perform better than males in some specific areas of programing, i.e., those that involve problem analysis and algorithmic application where the problems are expressed verbally rather than mathematically. (Author/LRW)