Describes two experiments that looked at: (1) how accurately, in a multiple-trial learning situation, individuals are able to predict their own performance on a trial-by-trial basis over the entire course of acquisition; and (2) what information a person uses to predict his or her own acquisition performance. (SED)

Attempts to validate the memory portion of the Strub-Black Mental Status Exam by comparing it to the Wechsler Memory Scale. Results indicate significant differences in almost all scores between the brain-damaged and normal groups. The Mental Status Examination appears valid for the differentiation of clinical samples and for the documentation of…

Compares comprehension monitoring skills of younger (five- to six-year-old) and older (eight- to nine-year-old) children. Subjects examined ambiguous and incomplete pictorial instructions for making two models and were asked whether they needed additional information to make the models. (RH)

Analyzed the intercorrelations among the 11 subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) in the nine age groups in the normative sample. Results suggested that the factor structure underlying the WAIS-R is complex and that a large proportion of WAIS-R performance can be explained by a general intellectual factor. (LLL)

Different types of diving entries were filmed both above water and underwater to help identify factors which enable divers to enter the water without apparent splash. Anthropometric measures of subjects were taken to determine body streamlining. Results are presented. (Author/DF)

Investigated sex bias in the evaluation of performance in two experiments. College students evaluated an intellectual or artistic performance attributed to a man or woman. Results showed female judges showed antifemale bias when evaluating by ambiguous guidelines but not when guidelines were clearly specified. Male subjects showed little bias.…

Elderly adults (N=72) were presented a concept problem which varied as a function of type of solution shift and stimulus materials. Both trials to criterion and postshift error patterns were analyzed. Results indicated stimulus materials affected postshift performance and the elderly do respond in a dimensional fashion under some circumstances.…

This book explores how to forge policies that preserve the internal autonomy required for campus creativity and diversity while ensuring the external accountability demanded for campus performance and results. It attempts to separate the reality and rhetoric of performance funding. The chapters are: (1) "The New Accountability"; (2)…

This essay identifies a set of research priorities that will enable those most responsible for U.S. higher education to shape the enterprise in more purposeful ways. The present discrepancy between ideals and realities makes it evident that higher education is less than it should be. The essay identifies three broad research priorities: (1)…

A study was undertaken to develop a better understanding of the students enrolled in intermediate algebra (Mathematics 108) at Boise State University, Idaho, and to uncover variables that predicted success in that course. Predictor variables were divided into preenrollment variables and course variables. Examining data for students enrolled in…

Developing a system of performance indicators is a critical facet in further implementation of the Illinois Commitment, the states higher education plan. The performance indicators are intended to measure how well the system of higher education is meeting the six major goals of the plan. This interim report presents information on the work of the…

Results are in general agreement with previous research indicating that self-monitoring can have a dramatic effect on certain behaviors. In the present study, those Ss who recorded their own frequencies of accurate responding maintained their review efforts significantly longer than Ss who did not self-monitor. (Author)

Study of causes of poor performance not correctable by training is an example of the non-training problems trainers were expected to solve. (Author/RK)

Study compared three item arrangements on a classroom test: arrangement by subject matter, arrangement by ascending order of difficulty, and arrangement by ascending order of difficulty within subject-matter subtests. (Authors/CB)

The results indicate that high-approval-motivated Ss were significantly more accurate in their expectancy ratings than low-approval-motivated Ss, and were significantly lower in their numerical estimates than low-approval-motivated Ss. (Author)