This study addressed predictors of the development of word problem solving (WPS) across the intermediate grades. At beginning of 3rd grade, 4 cohorts of students (N = 261) were measured on computation, language, nonverbal reasoning skills, and attentive behavior and were assessed 4 times from beginning of 3rd through end of 5th grade on 2 measures…

Study of relationships among divergent thinking, metamemory, achievement, and Intelligence Quotient (IQ) in gifted fifth- and sixth-graders (N=98) found that metamemory was related to both divergent thinking and achievement, suggesting that metamemory is independent from, yet essential for, convergent and divergent thinking which may underlie…

Two experiments with 89 fifth-grade and 166 intermediate-grade students with learning problems found that specific strategy training improved fifth graders' level of knowledge and performance on a categorical memory test, and metamemory and metacognitive reading training improved metacognitive knowledge and academic achievement of the learning…

Fifty-five males with learning disabilities and 55 average-achieving males in grades 6-7 studied paired associates of varying difficulty levels, through image construction or pairing rehearsal. Regardless of item type or presentation rate, both groups of students benefited from imagery instructions, with great similarity in between-condition…

Data were gathered, using pre and posttests and interviews, on the learning of individual students during a seven-week unit on a science topic (conservation) in a fourth grade classroom. Case studies of the learning experiences of each child, based on recordings and detailed observations of all class activities, were used to predict student…