This article is a response to Wainer's comments on a research study representing the first major analysis of factors linked to state differences in Scholastic Aptitude Test performance. (JAZ)

Examines major issues and problems for research on television and its effects on children through a critical discussion of Cullingford's book, "Children and Television," which focuses on ways in which children learn and what they learn from television. (MBR)

Longstreth's critique of Jensen's research on the relationship of IQ to individual differences in visual reaction time (RT), measured in the Hick paradigm, is said to have numerous errors of fact and interpretation, some trivial and some of theoretical importance. (Author/LMO)

Findings that six-year-old children perform substantially better in a conservation of number task if they are asked one question instead of two were upheld when mass and volume materials were used and the age range of subjects was extended to include five- through eight-year-old children. (RH)

This rejoinder to Brown and Weiner (TM 509 074) attempts to resolve areas of apparent conflict and to offer a broad synthesis around the self-worth theory of achievement motivation. The different yet compatible aspects of attribution and self-worth theories in regards to achievement effort are discussed. (BS)

Explores the dilemmas of conducting research in a setting where one is employed. Uses concept of reciprocity to describe how trusting relationships with participants were built during a study of an off-campus doctoral program for school administrators. Presents strategies that emphasize affiliation with students. (Author/KH)

Focuses on psychological sex differences--questions about variations in ability, emotions, drives, and personal traits. Discusses research into sex differences in mathematical ability, revealing the difficulties of acquiring findings which are both impartial and stable between studies. Argues that the literature on other aspects of sex difference…

The purpose of this study was to determise the relative loss in statistical power of traditional methods of analysis when response-shift bias is present. Five methods of analysis (posttest scores only; postminus pretests; postminus retrospective pretest; postcovaried by pretest; postcovaried by retrospective pretest) were compared. (Author/BW)

Two unresolved issues in first language and second language research on the role of background knowledge in comprehension are discussed: (1) the theoretical distinction between "content" and "formal" schemata and their interrelationship in texts and (2) the relationship of effects measured in cross-cultural research to background knowledge that…

Two distinct kinds of higher education research in Israel are noted: scholarly research intended for the international scientific community, and applied research published in Hebrew in the form of reports or in daily periodicals and intended for the use of administrators, civil servants, and politicians. (MSE)

A chronology of art education theories and programs from 1750 to 1982 is presented, and the limitations, biases, choices, and interpretations inherent in this chronology and in historical research and reporting in general are examined. (Author/RM)

Discusses issues of Logo learning, including mode and content of learning in Logo and possible results; use of study guide to increase children's learning of powerful ideas in Logo; subprocedures, modularity, and structured programing use and related learning problems; debugging difficulties; and Logo research needs. (MBR)

Based on data from four experiments reported here, schema theoretic interpretations of recognition memory measures are inconsistent with an interpretation jointly derived from the theory of signal detection and Mandler's subjective familiarity theory of recognition memory. (Author/BW)

Conclusion about site-specific determinants of educational outcomes of the controversial longitudinal evaluation of the Follow Through programs (1976) are challenged again by reexamining the Direct Instruction model data. Reanalysis confirms earlier critiques and supports more recent research funding on the relationship between types of…

Problems of researching what constitutes an effective teacher of rural Eskimo and Indian children are discussed. Behaviors of effective cross-cultural teachers were evaluated by peers, school administration, and local community to aid in research. (DF)