Evaluated the effects of stimulus complexity and rule usage on a visual perspective-taking task administered to preschoolers, first, third, and fifth graders, and adults. Errors decreased with age, and more errors occurred with the more complex visual arrays. Very young children could not reliably match a photograph to a physical array. (Author/RH)

Two studies of children learning to read (one before the introduction of phonics instruction, the other while phonics instruction was being given) found that error-target similarity increased with reading attainment. This suggests that while reading aloud, considerable knowledge of spelling develops independently of explicit use of phonics. (CMG)

A model of subtraction development and the computing difficulties and research issues suggested by the model are outlined. Demands of simultaneous processes, difficulties with informal subtraction, and the impact on the counting-up procedure are discussed. (MNS)

Approaches proposed for educational diagnostic assessment are reviewed and identified as deficit assessment and error analysis. The development of diagnostic instruments may require a reexamination of existing psychometric models and development of alternative ones. The psychometric and content demands of diagnostic assessment all but require test…

Areas of contradiction and controversy over error analysis are discussed, and an interference error analysis project is described, giving a detailed definition of interference error. Several practical approaches to teaching out interference errors are outlined. (MSE)

Selected studies in three areas of second-language classroom process research are reviewed: the linguistic environment of instruction, patterns of participation, and error treatment. Also reviewed are recent applications of introspective or mentalistic research to the problem of describing the second-language classroom experience. (MSE)

Helping students understand the round-off error is the focus. A computer program for Fibonacci numbers illustrates the point, which is then described mathematically. (MNS)

Concludes that there is a predictable error pattern between independent, instructional, and frustration reading levels for both American and English-as-a-second-language adults. (FL)

Concludes that the misspellings of poor college-age readers have more internal errors and more dysphonetic misspellings than those of good readers. Offers suggestions for instruction based on these findings. (FL)

Lord's, Millman's and Saupe's methods of approximating the standard error of measurement are reviewed. Through an empirical demonstration involving 200 university classroom tests, all three approximations are shown to be biased. (Author/JKS)

Three psychiatric teacher-counselors and five students from a residential mental health treatment facility for adolescents with behavior disorders were used to determine if consistent use of a 14-step planning strategy would result in student increases in academic performance. (Author)

The purpose of this report is to make a tentative contribution to the knowledge of students' understanding of the significance of numerical information. The article relates to a study made by the author. (Author/MK)

The precision of measurements in today's society is discussed and is related to the range of uncertainty or variation of measurement. Numerous examples provide insight into the margin of error in any measurement. The issue of uncertainty is particularly applicable to levels of toxic chemicals in the environment. (SA)

The article outlines specific procedures for analyzing student errors and using the information gained as a tool for making appropriate assessment and instructional decisions. (DLS)

Identifies three types of translation blunders found in international business communication: those due to carelessness, those due to words having multiple meanings, and those due to idioms. A number of mistakes from actual advertising mistranslations are included as examples. (Author/CK)