Designed to reassess the relationship between response speed, errors, and IQ for both sexes, and to evaluate the findings in relation to the overall pattern of data accumulated from previous investigations. (Author/AJ)

Reports on a study designed (1) to modify one of the few existing standardized tests of conservation so that it can be used to assess the conservation of identity as well as the conservation of equivalence and (2) to use both versions of the test to gather additional evidence on the question of developmental priority among young children. (MP)

A broader perspective of student errors made in French sees them as departures from the scholarly norm rather than simply mistakes. Five examples are provided to help the teacher conceptualize and generalize this approach. (MSE)

Examines cliches, vogue words, redundancies, ungrammatical constructions and lapses in style occurring in various Canadian newspapers. (HTH)

Methods for evaluating the consistency of responses to test items were compared. When a researcher is unwilling to make the assumptions of classical test theory, has only a small number of items, or is in a tailored testing context, Cliff's dominance indices may be useful. (Author/CTM)

Among the findings of the study of 141 dyslexic, reading retarded, and normal reading children was that the classic pathognomic signs of dyslexia (such as letter reversals and rotations) were reliably associated with poor reading but not specifically with diagnosed dyslexia. (Author/DLS)

The article examines the need for training children with language disorders to judge the correctness or incorrectness of sentences which reflect error patterns. (PHR)

Fourth-grade poor comprehenders were not affected by the disruptive effect of syntactic and semantic violations, while good comprehenders exhibited an increasing number of errors across semantic and syntactic/semantic violations. (RC)

Researchers found that children who were lexical readers (those who read words as units) tended to make more errors involving partial lexical information when spelling irregular words than those who were sublexical readers (those who translated letters into sounds when reading). Sublexical readers tended to spell non-words better and to make more…

Reports two parallel experiments conducted in French and in English in which subject-verb agreement errors were induced to explore the role of syntactic structure during sentence production. Aims to understand how syntactic structure contributes to the occurrence of errors. (Author/VWL)

The study compared the written expression of 56 fourth to fifth grade remedial readers and achieving readers. Significant differences favoring the achieving readers were found in three areas: productivity, syntax, and level of ideation. Remedial readers tended toward the same kinds of errors as achieving readers but with an increased frequency.…

Shows how and why errors get introduced into examples in computer software documentation and what actions technical communicators can take to minimize this occurrence. Proposes a method to test examples. Suggests that technical writers can avoid these sources of error by creating and implementing a good test plan, maintaining and updating the…

Describes a study conducted at the University of South Carolina that examined the frequency of occurrence of several types of errors in a sample of natural language queries submitted by users requesting online searches in information retrieval systems. Implications for system design are suggested, including parsing systems. (28 references) (LRW)

First, second, and fourth graders listened to stories containing an inconsistent goal and outcome. Children provided a causal inference for the inconsistency, and attributed the inference to themselves or the story. Children's attributions were related to whether the story contained causal information linking the inconsistent events. (BC)