The influence of story schema development on children's attention to television and memory of program content was examined in a study that involved two separate testing sessions. The expectation was that maximum effort would be given to program elements most central to comprehension of a television story and that this allocation strategy would be…

A study was conducted to examine students' reading difficulties from a metacognitive perspective by considering the content of their awareness and the control they demonstrated over that awareness as they reflected on similarities and differences in various types of reading materials. Subjects were 35 seventh grade students representing seven…

The Matrix Analogies Test-Expanded Form (MAT-EF) and Kaufman Assessment Battery for Children (K-ABC) were administered in counterbalanced order to two randomly selected samples of students in grades 2 through 5. The MAT-EF was recently developed to measure non-verbal reasoning. The samples included 26 non-handicapped second graders in a rural…

A study was conducted to provide a replication of the gaze duration algorithm proposed by M. A. Just and P. A. Carpenter using a different kind of passage, to compare the three gaze duration algorithms that have been proposed by other researchers, and to measure processing time in reading. Fifty-one college students read a passage while their eye…

The readings in this collection were prepared to accompany a report of a series of experiments conducted to determine what information readers, both skilled adults and children beginning to read, use when they read to understand a story. Titles of the readings are are (1) "Oral Reading: Does It Reflect Decoding or Comprehension?" (2)…

A study examined the use of background information by native and non-native English-speaking university students in explaining, summarizing, paraphrasing, quoting, and copying information from a reading text. Thirty students in composition courses (10 native speakers and 20 non-native speakers, 10 each from a remedial and a standard class) wrote…

A sample of 217 students (from grades 4 to 8) who were enrolled in an elementary school science-oriented gifted and talented program were compared to 91 mainstreamed subjects in grades 7 through 10. Assessement instruments included: a battery of Piagetian measures designed to assess combinatorial reasoning, probabilistic reasoning, and the ability…

This study compares the validity of three cloze procedures (traditional, limited, and least-major-constituent limited) when reading comprehension is defined as cognitive change. Over 400 seventh and eighth graders from public schools in North Carolina and Arizona were randomly assigned to one of the three cloze formats for either fiction or…

IDENTIFICATION OF PRODUCTIVE THOUGHT PROCESSES IN INTELLECTUALLY GIFTED CHILDREN WAS BROUGHT WITHIN THE CONTEXT OF CLASSROOM VERBAL ACTIVITY AT THE JUNIOR HIGH SCHOOL LEVEL. RELATIONSHIPS BETWEEN THESE THOUGHT PROCESSES AND CERTAIN VARIABLES THAT MAY AFFECT THEIR OPERATION IN THE CLASSROOM WERE ASSESSED. AREAS EXPLORED WERE COGNITIVE STRUCTURE AND…

THIS COMPARATIVE ANALYSIS OF PRODUCTIVE THINKING IN RETARDED AND NONRETARDED CHILDREN USED DATA FROM A SAMPLE OF 78 PUBLIC SCHOOL CHILDREN DIVIDED INTO THREE GROUPS--(1) MENTALLY RETARDED CHILDREN IN SPECIAL CLASSES, (2) RETARDED CHILDREN IN REGULAR CLASSES, AND (3) NONRETARDED CHILDREN IN REGULAR CLASSES. THE GROUPS WERE SELECTED SO THAT THERE…

Most research on information utilization in judgment and decision making has followed two basic approaches: "regression" and "Bayesian." Each has characteristic tasks and characteristic information that must be processed to accomplish these tasks. There has been a tendency to work within a single approach with minimal communication between the…

The two objectives of this study were to compare the results of the teaching of written composition to high school students, using a problem-solving approach, with the results obtained using a traditional approach, and to determine if a problem-solving approach produces a significant difference in reflective thinking skills. Three null hypotheses…

Compares the use of four different versions of a map by fourth and fifth grade students with a computerized adventure game which simulated an environmental exploration. Variables examined included type of map and student gender, ability to learn place location information while playing the game, and enjoyment of the game. (RP)

The process of acquiring word meaning from context was investigated for high- and low-ability fifth-grade children. Findings demonstrated characteristics of processing that differentiate successful and less successful acquisition and underscore the complexity of the meaning-acquisition process. (HOD)

Analyzes the task performance of two groups of readers--those who made gains and those who did not make gains in a remedial reading situation in order to determine their use of word identification cues. Shows that the gain group was more analytical of the test words and tended to use more units of varying size. (HOD)