The calculations of D. Schretlen, R. H. B. Benedict, and J. H. Bobholz for the reliabilities of a short form of the Wechsler Adult Intelligence Scale--Revised (WAIS-R) (1994) consistently overestimated the values. More accurate values are provided for the WAIS--R and a seven-subtest short form. (SLD)

Introduces the Mass Media Mistake, an exercise in which students engage in a healthy skepticism of chemistry in the printed world, rewrite the example correctly, and discuss the consequences of the original error on the unsuspecting reader. (Contains 13 references.) (ASK)

Reports on a study that examined whether teachers' expectations toward error correction differed from students' expectations. Data has been gathered over 4 years from teachers, teacher trainees, and students in 15 countries. Specially, participants were asked to answer yes or no to the following question: Should teachers correct every mistake…

A "hippocampal amnesiac" (H.M.) and memory-normal controls of similar age, background, intelligence, and education read novel sentences aloud in tasks where fast and accurate reading was or was not the primary goal. H.M produced more misreadings than normal and cerebellar controls, usually without self-correction. Results support a theoretical…

This study investigated the effects of highly decodable text and coordinated phonics instruction on first graders' word recognition strategies. The quantitative study sought to examine the validity of a major claim about highly decodable text--that it enables readers to apply phonics instruction to a greater extent than less decodable text. All…

This article presents findings from an exploration into supervisees' perspectives on childhood memories and receptivity to corrective feedback in group supervision. Historically, students' receptivity to corrective feedback has not been explored relative to their childhood memories. Ten graduate students from four practicum groups participated in…

We conducted an experiment using training in a software package for presentations. Ninety undergraduate students with no previous experience received either training that guided them to commit common errors or alternatively training that sought to prevent errors from occurring. From previous research and relevant theory, a typology for…

Participants completed 5 classroom examinations during which the timing of knowledge of results (no feedback: Scantron form; delayed feedback: end-of-test, 24 hour delay; immediate feedback: educator, response form) and iterative responding (1 response, up to 4 responses) were manipulated. At the end of the semester, each participant completed a…

Three experiments assessed the possibility that a physical practice participant 's ability to render appropriate movement timing estimates may be hindered compared to those who merely observed. Results from these experiments revealed that observers and physical practice participants executed and estimated the overall durations of movement…

In error management training, participants are explicitly encouraged to make errors and learn from them. Error management training has frequently been shown to lead to better performance than conventional trainings that adopt an error avoidant approach. The present study investigated self-regulatory processes mediating this effect. Fifty-five…

The present study was conducted to examine hemispheric division of labor in the initial processing and error monitoring in tasks for which hemispheric specialization exists. We used lexical decision as a left hemisphere task and bargraph judgment as a right hemisphere task, and manipulated cognitive load. Participants had to respond to one of two…

Six results are reported. (a) Reaching accuracy increases when visual capture of the target is allowed (e.g., target on vs. target off at saccade onset). (b) Whatever the visual condition, trajectories diverge only after peak acceleration, suggesting that accuracy is improved through feedback mechanisms. (c) Feedback corrections are smoothly…

When preschoolers overcome persistent error, subsequent patterns of correct choices may identify how the error had been overcome. Children who no longer misrepresented a ball rolling down a bent tube as though it could only fall vertically, were asked sometimes to approach and sometimes to avoid where the ball landed. All children showed requisite…

Previous work in the literature reveals that EFL learners were deficient in collocations that are a hallmark of near native fluency in learner's writing. Among different types of collocations, the verb-noun (V-N) one was found to be particularly difficult to master, and learners' first language was also found to heavily influence their collocation…

The study investigates the effect of explicit contrastive analysis and translation activities on the incidental acquisition of single words and collocations. We compared three high school groups of learners of the same L1 and comparable L2 (English) proficiency. Each group represented one instructional condition: meaning focused instruction (MFI),…