Examines the rhetoric of "popular" atheists in the U.S. and argues that their rhetoric possesses distinctive features that are the natural results of existential failure. (MH)

Describes a study on the relationship between reading deficiency and disciplinary problems; relates the original data to the same student population's status with regard to high school graduation four years later. (MAI)

The generally bleak achievement scores of deaf children are contrasted with the near normal reports of both IQ and conceptual development. (Author)

Two studies examined the cognitive-motivational differences between helpless and mastery-oriented children by analyzing the effects of failure feedback on problem solving strategies during testing and identifying semantic differences in children's verbalizations following failure on task. Subjects were fifth graders of both sexes. (CM)

Three fear of success measures correlated positively with the Alpert Haber Debilitating Anxiety Scale. Correlations between the Pappo Fear of Success Questionnaire (FOS) and the Zuckerman and Allison Fear of Success Scale (FOSS) were significant and positive. The Horner Scoring System was not significantly correlated with the FOS or FOSS. (EVH)

Discusses the development of a "win-win" educational approach as opposed to a "win-lose" approach. (SL)

In a laboratory study designed to investigate variables that affect self-regulatory dysfunctioning, 96 college students volunteered to practice solving mathematics problems similar to those found on graduate school admissions tests. Theoretical and clinical implications are discussed. (Author)

Reasons for the failure of many academic master plans are examined, primarily through the analysis of several short case studies. Practical suggestions are offered that may help colleges in developing those plans and in decision-making. (LBH)

Explores whether or not systematic attributional differences between active and passive observers occurs similar to those that exist between actors and observers. (Author/RK)

Relates individual student experiences to illustrate that many poor readers are dropouts of programs requiring strongly analytic/auditory reading styles. Recommends adopting the "whole-language" approach for today's global learners. Uses research findings to outline instructional methods that match students' reading styles. (CJH)

Learning-disabled (N=48) and nonlearning-disabled (N=48) fourth- and fifth-grade boys were given a task and told they had either succeeded or failed. Results indicated that learning-disabled subjects showed greater persistence, attributed outcomes to external factors, and did not exhibit lower performance expectations nor show greater expectancy…

Traces the literary treatment of causes and symptoms of reading disabilities through the 1960s, 1970s, and 1980s. Points out several concepts which are changing the earlier diagnostic-remedial role of classroom teachers. (ARH)

Children classified as securely attached at 12 months interacted faster and more smoothly with the stranger than did avoidantly-attached peers. Microanalyses revealed different styles of interaction. Failure feedback increased efforts of securely-attached and decreased efforts of insecurely-attached children. After failure, securely-attached…

Argues that the nature and the readability of instructional materials may be an unsuspected barrier to progress for adult illiterates who receive instruction from volunteer literacy organizations. Considers the reading series of several national organizations. (CH)