Argues that distinctions which relegate rhetoric to social, explicit, or contingent knowledge incorrectly restrict the view of the rhetoric-epistemic relationship. Suggests another perspective. (PD)

Factors affecting the failure to use world knowledge to complete an otherwise incomplete linear ordering was examined. Failure persisted after three repetitions was unaffected by order of presentation or nature of test procedure. Performance was affected by overall amounts of known and new information and by their relation. (Author/RD)

Relative difficulty of Separate (Form S) and Grouped (Form G) True-False tests may be expected to be dependent on the ability levels of examinees. At some levels Form S should be less difficult, at others equally difficult, and at still others, more difficult, than Form G. (Author/RL)

A sociodrama technique based on a nonfiction account of a teacher's experiences with cultural retardation significantly increased the knowledge and empathy level of 25 classroom teachers toward mildly mentally retarded students. (CL)

Explores the relationship of student-generated questions to students' knowledge of a subject. (MKM)

When kindergarten, second-, and fourth-grade children judged and repeated sentences that varied grammatically, the older children produced more accurate judgments, but no age differences were noted for repetition. Unbiased judgment accuracy correlated with prereaders' reading readiness scores, providing evidence for the relationship between the…

Compares results of two studies, conducted in 1971 (N=2300) and 1977 (N=1300), investigating Illinois childrens' percepts of several quantitative measures. Includes findings of improved ability in estimating intervals and quantities and in identifying ratios in conventional and metric units of measures. Establishes some relationships with ability…

Studies relating time (in four ranges--years, days, hours, and minutes) to educational outcomes are reviewed. The need to include time as one factor in a theory of educational productivity is discussed. (Author/JD)

Two studies investigated the possibility that assessment of confidence is biased by attempts to justify chosen answers. These attempts include selectively focusing on evidence supporting the chosen answer and disregarding contradictory evidence. Results suggest that confidence depends on the amount and strength of evidence supporting the answer…

Lists proposed competencies to be used in a certification program for instructional development professionals. Twenty-six areas of competency are presented, with specific knowledge levels, performances, and evaluation competencies specified for each. (BK)

Two experiments explored how memory for new information is affected by awareness of parallels to pre-experimental knowledge. Results suggest that the benefit of prior knowledge derives from the more elaborate encodings that analogy promotes. (Author/AM)

Describes and evaluates an instrument designed to measure college student attitudes toward income distribution. Findings from a study of student attitudes toward income distribution as a result of economics instruction indicate significant changes did take place. (DB)

In light of the fact that citizens in both developing and developed nations must be able to deal with information in order to survive, the article explores ways in which the mass media and education can cooperate to help people deal efficiently with the knowledge explosion. (DB)

Six scoring methods for assigning weights to right or wrong responses according to various instructions given to test takers are analyzed with respect to expected change scores and the effect of various levels of information and misinformation. Three of the methods provide feedback to the test taker. (Author/CTM)

Two experiments examined the hypothesis that the optimum precision level of knowledge of results for motor learning varies as a direct function of age. Subjects were first, third, fifth and ninth graders. (CM)