This study investigates age differences in children's semantic expectations regarding causal relations in stories about three realistic goal situations (being friendly, getting a dog, and doing chores). Twenty children at each of three age levels (ages 6, 9, and 12) were asked to produce stories and answer probe questions about wanting and not…

The effects of a year-long newspaper series about energy on peoples' knowledge and actions were assessed in a Wisconsin study. The series consisted of 20 full-page newspaper articles, which appeared at intervals of from three to five weeks. Results, based on responses to a 16-item knowledge test mailed to newspaper subscribers and nonsubscribers…

The question considered in this study is whether retroactive interference is influenced by a subject's prior knowledge of the material being studied. Two parallel passages of fictitious biographical information and an accompanying twenty-item short answer criterion test were developed. The fifteen subjects in the experimental group were told that…

A classroom test is a work sample of all the behaviors the student must master in a given curriculum or part of the curriculum. Student performance on this sample enables the teacher to generalize concerning progress and mastery in the portion from which the sample is drawn. Each behavior to be mastered demands a suitable test or test items…

This study compares the effects of command, task, and individual program styles of teaching as they affect specific skills in alley soccer, a game knowledge test on alley soccer, and personal and social adjustment. A battery of skills tests, a game knowledge test on alley soccer, and the California Test of Personality were given to 221…

The separation level of grades on a multiple-choice examination as a quantitative probabilistic criterion for correct classification of students by the examination was introduced by Krutchoff. (Author)

Reports that people's evaluations of political satire may be based on the interaction of two elements: awareness of the issue satirized and involvement with the issue. (GW)

The authors present two instruments suitable for use in elementary schools for measuring knowledge gained in areas of oral health education. (MJB)

Takes up the discussion initiated by Michael Armstrong and David Hawkins (FORUM, 17:2 and 17:3) on the reconstruction of knowledge and the relationship of knowledge and individual experience and intuition. (Editor/RK)

Looks at the structures of childrens' oral language or "mother tongue" and the structures of adult literate prose and emphasizes the alternate conceptions of reality that those languages sustain. (MH)

The study sought to answer three questions confronting teacher educators in reading: (1) Are teachers proficient in word recognition skills; (2) what skills do teachers view as important for children to learn; and (3) does teacher knowledge influence their perceptions of skill utility? (Author/NG)

Suggests that as the social science knowledge requirements of real situations are met, the theoretical knowledge has been found to be less useful for such purposes than most social scientists believed it would be. (Author/AM)

A naming task using primary and secondary hues and achromatic stimuli was given to 669 preschool children. Results showed age and sex differences in performance and revealed an acquisition order similar to that found in related research and also similar to the proposed evolutionary order across cultures. (Author/JMB)

Student teachers' knowledge of and attitudes toward gifted children were studied via a questionnaire. The 250 Alabama student teachers correctly answered factual questions about the gifted 46.25% of the time, and their attitudes were 59.5% positive, demonstrating a moderate correlation between knowledge and attitudes. (JDD)

Investigated the influence of the child's knowledge base on symbolic play in terms of event schemas. Pretend play of 10 mother-child (ages 24 to 29 months) dyads was observed in novel and free play contexts. Play was examined for thematic content, self-other relations, substitute/imaginary objects, action integration, and planfulness. (Author/BN)