Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience…

The study of art, especially perspective, involves the use of specialized vocabulary words which can be difficult to learn. Metacognitive reflection (MR) offers a method to improve student learning of academic language. Teacher feedback on students' reflections provides additional benefits. This quasi-experimental study measured the influence of…

Test anxiety and its correlates were examined with college students with and without specific reading disability (RD; n = 50 in each group). Results indicated that college students with RD reported higher test anxiety than did those without RD, and the magnitude of these differences was in the medium range on two test anxiety scales. Relative to…

This investigation concerns feedback praise (person and process praise) and how it relates to implicit theories of intelligence (entity and incremental theories) among pre-service teachers. In the first study 176 pre-service teachers participated, while in the second study 151 of such teachers participated. Two new measures, one of feedback praise…

The question whether a person's attained socioeconomic position is mainly due to hers/his intelligence, socioeconomic background, or level of education, has sparked some controversy. In the present study, the effects of these three variables, as well as emotional capacity, on attained occupational position and on income were analyzed with…

A test-intervention-test study was conducted investigating the role of intelligence on four parameters of strategy competence in the context of a numerosity judgment task. Moreover, the effectiveness of two feedback types on these four parameters was tested. In the two test sessions, the choice/no-choice method was used to assess the strategy…

Introduction: Implicit theories of intelligence are lay beliefs about whether intelligence is either fixed (entity theory) or changeable (incremental theory), and are known to be important predictors of learning processes of students in schools. Four studies test the hypothesis that objectifying linguistic practices (i.e., the use of abstract…

The interpretation of retest scores is problematic because they are potentially affected by measurement and predictive bias, which impact construct validity, and because their size differs as a function of various factors. This paper investigates the construct stability of scores on a figural matrices test and models retest effects at the level of…

Measures of broad fluid abilities including verbal, quantitative, and figural reasoning are commonly used in the K-12 school context for a variety of purposes. However, differentiation of these domains is difficult for young children (grades K-2) who lack basic linguistic and mathematical literacy. This study examined the latent factor structure…

Three studies compared beliefs about natural and late blooming positive traits with those acquired through personal effort, extrinsic rewards or medicine. Young children (5-6 years), older children (8-13 years), and adults all showed a strong bias for natural and late blooming traits over acquired traits. All age groups, except 8- to 10-year-olds,…

When perceiving emotional facial expressions, people with autistic spectrum disorders (ASD) appear to focus on individual facial features rather than configurations. This paper tests whether individuals with ASD use these features in a rule-based strategy of emotional perception, rather than a typical, template-based strategy by considering…

The purpose of this study was to investigate, analyze, and document the differences in school, teacher, and student-level factors as perceived by administrators and teachers in high and low-performing, high-needs secondary schools in the Delta region of Mississippi. A modified version of Marzano's (2003) "What Works in Schools" survey…

Findings highlight a general consideration for developmental research: namely, whether CA or MA is the more appropriate developmental parameter. (Authors)

Assessed the effects of two different kinds of blank-trial problems for hypotheses upon performance of normal and retarded children of mental age levels 5 1/2 and 7 1/2. The probes varied legitimate and illegitimate position-oriented response sets. (Author/SS)