Scores on the Role Construct Repertory Test exhibited significant correlations with other forms of cognitive functioning, including American College Test scores in science and mathematics for a group of 79 college students. The Grid Form of the test was used. Test-retest reliability was low. (Author/CTM)

The Mathematics Anxiety Rating Scale (MARS) was administered to college psychology and mathematics students. Scores were higher for psychology students than for mathematics students; were useful predictors of both worry and emotionality; and were inversely related to performance for psychology students. Worry and performance were inversely…

Corrected-for-guessing scores on multiple-choice tests depend upon the ability and willingness of examinees to guess when they have some basis for answering, and to avoid guessing when they have no basis. The present study determined the extent to which college students were able and willing to comply with formula-scoring directions. (Author/CTM)

Shows that picture stimuli are superior to word stimuli in paired-associate learning of foreign language responses. (RL)

Suggests that test performance can be improved through test administration procedures that inform students when they are responding to instruments that assess socially desirable attributes (such as aptitude and achievement) and that take into account children's feelings about school tasks. (Author)

Increasing availability of hand-held calculators in the student's world forces educators to take a hard look to see what course the schools should take in mathematics education. Planned research and development will be necessary in the next decade to explore a variety of options that schools may use. (Author/JP)

Fifth-grade learning disabled and skilled readers (N=32) were compared on verbal dichotic listening tasks for free recall and cued recall of word lists organized by semantic, phonemic, and structural features. Results indicated that disabled readers were comparable on free recall but were inferior to skilled readers on cued recall. (Author/JW)

Examines how students make and revise meaning when writing in purposeful, informal ways about their interpretation of literary texts. Also reveals five ways in which students develop their understanding of literature through writing. Suggests a mutually enriching reading-writing process of interpretation. (AEW)

Argues that since students often articulate their meaning in speaking better than they can in writing, teachers should improve their awareness of speech and writing connections. Describes such relationships and suggests teaching strategies using speech to improve writing. Covers group composition, reading aloud, transcribing prewriting…

Analyzes the commentary on the 1984 U.S. vice-presidential debate between G. Ferraro and G. Bush. Suggests that verbal references to the quantity and quality of emotion differed according to whether or not the observer politically favored the candidate. (NKA)

Results of a series of three experiments with four developmentally disabled males (ages 7-13) who exhibited hand flapping and body rocking indicated that some forms of repetitive stereotyped behaviors may serve social functions (e.g., escape from aversive situations), and that teaching a functionally equivalent communicative alternative can be an…

Examines Garfield and Bergin's "Handbook of Psychotherapy and Behavior Change," which emphasizes that marital and family therapy are a type of psychotherapy. Analyzes major findings about nonfamily psychotherapies, applying them to family therapy, and draws conclusions regarding therapists' thinking, emphasizing need for studying applicability of…

Draws an analogy between reading and writing, and between reading and responding to the world. Concludes that reading, like writing and responding to the world around us, is revisionary. (MS)

Uses responses of 77 teachers from eight Illinois rural high schools to 36-item survey to assess amount of time students devote to homework; existence of school homework policy; purpose and type of homework assignments; teacher review, feedback, and grading of homework; and value and significance of assigning homework. (NEC)