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Peer reviewedChild, John – Administrative Science Quarterly, 1973
Concludes that, in the organizations studied, complexity cannot be satisfactorily predicted or fully understood without reference to the economics of scale, but that it is neither theoretically convincing nor statistically demonstrable that size in itself is the major determinant of formalization. (Author/JN)
Descriptors: Bureaucracy, Comparative Analysis, Decentralization, Difficulty Level
Peer reviewedLewis, Michael; And Others – Child Development, 1971
Descriptors: Attention, Attention Span, Cognitive Development, Difficulty Level
Peer reviewedWilkins, Greg; Epting, Franz – Psychological Reports, 1971
Descriptors: Cognitive Ability, Cognitive Processes, Difficulty Level, Discrimination Learning
Peer reviewedBlack, Kathryn Norcross; And Others – Child Development, 1971
Descriptors: Age Differences, Attitudes, Difficulty Level, Pictorial Stimuli
Smith, Timothy A.; Shaw Carl N. – J Educ Meas, 1969
"The usefulness of a structural analysis of pretest items in designing an instructional system is illustrated by the application of this technique to 100 addition computation problems. (Author)
Descriptors: Difficulty Level, Instructional Design, Item Analysis, Objectives
Krop, Harry – Training Sch Bull, 1970
Descriptors: Difficulty Level, Exceptional Child Research, Mental Retardation, Pictorial Stimuli
Lee, Seong Soo; Gagne, Robert M. – J Exp Psychol, 1970
Descriptors: Codification, Concept Formation, Difficulty Level, Hypothesis Testing
Arnold, J. C. – J Exp Educ, 1969
Descriptors: Difficulty Level, Guessing (Tests), Mathematical Models, Methods
Moffett, Adrienne – J Exp Child Psychol, 1969
Based on an M.A. degree submitted to McMaster University, England.
Descriptors: Attention Span, Difficulty Level, Eye Fixations, Infant Behavior
Nitko, Anthony J.; Feldt, Leonard S. – Amer Educ Res J, 1969
Descriptors: Difficulty Level, Factor Analysis, Hypothesis Testing, Item Analysis
Peer reviewedAgre, Gene P. – Journal of Thought, 1983
Focusing on the precise grounds on which a person can be said to have solved a problem, six conditions are articulated which govern the application of the concept and its relationship to trying and intention. The "solving" concept is found in synonymous phrases such as "figuring out" and "finding the solution." (Author/CM)
Descriptors: Difficulty Level, Educational Objectives, Elementary Secondary Education, Problem Solving
Peer reviewedBlanchard, Jay S. – Perceptual and Motor Skills, 1981
The Minnesota Multiphasic Personality Inventory was analyzed by readability formulas which represent varying criterion of comprehension from 50 to 90 percent. If an examiner wishes to ensure 90 percent comprehension of the inventory items, nine years of successful schooling seem necessary. (Author/SJL)
Descriptors: Content Analysis, Difficulty Level, Personality Measures, Readability
Peer reviewedWeeks, Marian; Gaylord-Ross, Robert – Journal of Applied Behavior Analysis, 1981
The influence of task difficulty on aberrant behavior was investigated with three severely handicapped students (10, 13, and 15 years old). Noticeably higher rates of problem behavior occurred in demand compared to no demand conditions. In addition, there were higher rates of problem behaviors on difficult versus easy tasks. (Author)
Descriptors: Behavior Change, Behavior Problems, Difficulty Level, Performance
Peer reviewedKingma, J.; Koops, W. – International Journal of Behavioral Development, 1981
Two hundred and sixty-six kindergarten, first, second, and third graders completed four tasks measuring their understanding of two aspects of number concepts -- ordinality and cardinality. Data suggest that children acquire understanding of ordinality prior to cardinality. (Author/MP)
Descriptors: Difficulty Level, Elementary School Students, Kindergarten Children, Number Concepts
Peer reviewedCorrigan, Roberta; And Others – International Journal of Behavioral Development, 1981
Two cognitive tasks (construction of space and recognition of space) were developed to test the emergence of three spatial concepts ("in", "on", and "under"). Subjects were 60 Israeli children between 18 and 30 months of age. Scalogram analysis and analysis of variance confirmed that "in" concepts developed…
Descriptors: Concept Formation, Difficulty Level, Foreign Countries, Infants
