Investigated most frequent types of examiner errors made by graduate students (n=26) in administering Wechsler Intelligence Scale for Children-Revised (WISC-R) and examined on which items these mistakes were most likely to occur. Findings identified deficiencies in traditional methods of teaching students how to administer the WISC-R. Students…

Discusses two intriguing ways of explaining error in student writing--the work of Michel Foucault and the work of Roland Barthes. Describes in-class activities and essay assignments that use these perspectives to help students to reach improved understanding of error in writing. (SR)

Investigated 3-year-olds' understanding of the appearance-reality distinction using verbal response and nonverbal response paradigms in 4 experiments. Found that about 30 percent of children were correct in verbal paradigm; over 90 percent of same children were correct in nonverbal paradigm. Participating in the verbal paradigm impeded children's…

Characteristics of spelling development and spelling error patterns were examined in 100 schoolchildren (ages 7 to 15) previously identified as dyslexic with specific phonological weaknesses. Comparison of subgroups indicated that better spellers are also better readers and that measures of phonemic segmenting and manipulation make independent…

Eight- to 12-month-olds might make A-not-B errors, knowing the object is in B but searching at A because of ancillary (attention, inhibitory, or motor memory) deficits, or they might genuinely believe the object is in A (conceptual deficit). This study examined how diligently infants searched for a hidden object they never found. An object was…

Effective teaching should focus the attention of learners to its essential aspects. It follows that instructional software can be designed in such a way that allows learners to experience the important variations in the critical aspects of the content to be learned. This paper reports on the experience of designing such special kinds of…

The professional development organizations educate the local decision-makers by reducing the risks of automated scoring technologies to language and writing practices. These automated assessments lead to changes, which benefits private industry and conflicts with research on writing and language.

This article reviews the nature and function of recasts, a well-documented way of responding to young children. The paper challenges the definition of recast and argues that it is too broad a category to be useful, either for theories of language development or for practice. In particular, various forms of recast have featured in intervention…

Recent clinical observations, in the absence of experimental data, appear to suggest that written expression in conduction aphasics parallels their speech (Goodglass, 1992). The current study undertakes an analysis of word level writing in two conduction aphasics, and attempts to explore the posited 'parallel' relationship between speech…

The valid provision of subscores from an item response theory-based test implies a multidimensional test structure. Assuming, in the construction of a new test, that the test features required for a valid and reliable total test score have been specified already, this article describes the resulting subscore performance and the resulting…

Several lesion and imaging studies have suggested that the Wisconsin Card Sorting Test (WCST) is a measure of executive dysfunction. However, some studies have reported that this measure has poor anatomical specificity because patients with either frontal or non-frontal focal lesions exhibit similar performance. This study examined 25 frontal, 20…

The impact of repeated and prolonged attempts at remembering on false memory rates was assessed in three experiments. Participants saw and imagined pictures and then made repeated recall attempts before taking a source memory test. Although the number of items recalled increased with repeated tests, the net gains were associated with more source…

Pupils' mistakes, if suitably analysed, may give useful suggestions for improving the teaching/learning process of mathematics. We present here the main issues of an investigation on a population of 732 Italian pupils (9--12 years old), addressed to determine the typology of errors in performing written subtraction. We compared our results with…

In 3 experiments the authors investigate how errors in perception produce errors in drawings. In Experiment 1, when Shepard stimuli were shown as a pair of tables, participants made severe errors in trying to adjust 1 part of the stimulus to match the other. When the table legs were removed, revealing a pair of parallelograms with minimal…

It is well known that the two-sample Student t test fails to maintain its significance level when the variances of treatment groups are unequal, and, at the same time, sample sizes are unequal. However, introductory textbooks in psychology and education often maintain that the test is robust to variance heterogeneity when sample sizes are equal.…