This three-part book, a collection of articles by some of the foremost researchers in language comprehension, examines the thought processes involved in listening to conversation or in reading a page of text. The first part of the book deals with what the reader stores from a page during and after comprehension; it investigates the reader's use of…

This five-year (1967-71) study of the District of Columbia's program for identification and treatment of delinquent juveniles with mental disorders found the child guidance clinic referral model to be ineffective and anachronistic. Volume 1 of the four-volume report examined referrals made to the clinic during the period May 1969-December 1969 and…

The Process-Outcome Model (POM) is essentially a competency-based model of student personnel education. This document describes the method of implementing the POM in a seminar on the college student. In seeking to implement the model, the authors make the following assumptions: (1) didactic and experiential knowledge are necessary components for…

A model derived from information processing theory is described, which helps to explain the complex verbal learning of students and suggests implications for lecturing techniques. Other factors affecting learning, which are not covered by the model, are discussed in relationship to it: student's intellectual development and effects of individual…

The author explains how a humanistic curriculum can function as a component of systems in which learning outcomes are predicted, and in which students' and teachers' responsibilities are defined clearly. (GW)

This paper presents a model for the study of self-instructive learning. The model is based on the assumption that individual differences in self-instructive abilities affect student learning. Application of the model in a classroom situation is discussed. (JAZ)

Adult performance on verbal analogy and classification problems was assessed in terms of outcomes of process execution. Process-outcomes measures accounted for overall performance and were related to ability. Problem forms differed in terms of which measures predicted individual differences. Common process-outcome measures showed highest…

In three experiments, differences between good and poor writers were examined on six cognitive-processing tasks: ordered letters, ironic memory, letter reordering, word reordering, sentence reordering, and paragraph assembly. Both college and high school students were studied. Significant differences were found in abilities to hold and…

Analyzed limitations of empirical research models in terms of ability to reflect an interactional perspective on suicidal behavior. A new research model was developed. Findings indicated such real-life behaviors cannot be understood by recourse to individual differences variables alone or environmental variables alone. (Author/BEF)

Studies based on an individual-difference model of student learning are reviewed. The "fitting" of conceptual models of student learning to atypical individual-similarity data structures is discussed, and an experimental categorization for such structures is outlined. Use of a locus model is also examined. It is argued that conceptual models of…

Examined whether writing and working memory (WM) were related to general or process-specific system, whether WM tasks operated independently of phonological short-term memory (STM), and whether WM predicted writing variance beyond that predicted by reading. Found a four-factor model reflecting phonological STM, verbal WM span, executive…

This study applied Meehl's taxometric techniques for distinguishing latent types from late continua to Strange Situation data on 1,139 fifteen-month-olds from the NICHD Study of Early Child Care. Results indicated that variation in attachment patterns was largely continuous, not categorical. Implications of dimensional models for individual…