Examined contributions of modeling mode and training stimuli, and individual difference variables to assertion training outcome. Results indicated individual differences, particularly verbal reasoning and state anxiety, accounted for more variance. Suggests student differences in verbal aptitude and anxiety have implications for prescriptive…

Explored are the use of cues and their possible interaction with learner ability in concept formation under inductive instructional methods. Two inductive treatments, cued and noncued, were administered to ninth- and tenth-grade students. Results indicate significant aptitude treatment interaction with verbal comprehension abilities and the two…

Testing, both in childhood and as adults, of 28 former pupils of special schools for the educable mentally retarded indicated that pupils who experienced most serious problems in childhood were less retarded as adults than persons who had experienced few or no problems. Results support hypothesis that the effects of early lack of environmental…

Studied the process of child psychotherapy by means of analyses of client verbal behaviors. Analyses of variables demonstrated the nature of each client's verbal responding as well as their pattern of change. Summarized the overall verbal response behavior of each client best through the factor analyses. (Author)

Tested whether individuals with Type A coronary-prone behavior focus attention more on important tasks, than do Type B's. Results indicated Type A's performed better on math problems and recalled more fatigue-related mood items when task was important, whereas Type B's performance did not differ between the task categories. (Author/RC)

Sketches personal construct theory and explicates the general concept of cognitive complexity. Describes alternative complexity measures and their interrelationships and reviews research relevant to the evaluation of existing complexity instruments. Then discusses the status of cognitive complexity as a social-cognitive factor influencing…

Discusses factors which influence how people learn through television, including the organization of teaching, the programs, and the learner. A theoretical framework is proposed to identify or predict those variables which are likely to influence the effectiveness of a television program. (CHC)

A comprehensive activity program requires a conceptual framework to guide appropriate curriculum design. An understanding of motor development and of the ways physical settings interact with the learning child are essential to program construction. (JN)

Six hundred adolescents and 25 teachers responded to incidents containing a moral issue. Overall there was moral development with age, as suggested by Piaget, but many (by Piaget's definitions) immature responses were recorded on some incidents, even by adults. The context in which issues were presented was an important influence. (Author/SJL)

Analyzes the roles of verbal coding skills, processing efficiency, and memory ability in accounting for individual and developmental differences in the reading comprehension of children in grades 3 through 8. Results indicate that skill differences can arise through ability differences at two independent levels--processing speed and memory.…

Surveys various forms of Individualized Instruction (II) at German universities, describes the development of an II program at the University of Koln, and reports the results of a project in which II was transferred to several other universities. (CS)

The authors propose a matrix for a comprehensive approach to cognition and aging. The dimensions of the matrix are (1) biological, psychological, and social factors; and (2) the information processing variables of input, processing, and output. (Journal availability: Department of Adult Education, Kansas State University, Manhattan, KS 66506.) (SK)

Third- and fifth-grade children were presented with a picture-naming interference task to examine the effects of printing words in mixed typecase on children's automatic word processing. (Author/MP)

Discusses four alternative ways to look at television's effects on the viewer rather than the simplistic model of television as the input and the viewer's reaction as output: types of television and their educational applications; characteristics that determine programing, forces shaping program development, and the individual's reception of…

A new technique for determining children's subjective organization of speech is described. The technique required subjects to memorize a target sentence, and then to respond with the second next word when the sentence was interrupted by the sound of a tone. (MP)