Algorithm Learning and Problem Solving

Effects of proportion of Latin suffixes and of Content Area upon newspaper article comprehension of eighth graders, as measured by cloze procedure, were investigated using a 3 x 3 factorial design. Statistically reliable mean differences were obtained between cloze test performance on Science and T. V. --Theatre passages and between such performance at High versus Medium and Low levels of Latin suffix density. The difference in mean performance across Content Areas is explained in terms of other linguistic factors-particularly differential density of prepositions.     

Implicit Theories of Personality and Attributions of Hostile Intent: A Meta‐Analysis,an Experiment,and a Longitudinal Intervention

Past research has shown that hostile schemas and adverse experiences predict the hostile attributional bias. This research proposes that seemingly nonhostile beliefs (implicit theories about the malleability of personality) may also play a role in shaping it. Study 1 meta‐analytically summarized 11 original tests of this hypothesis (N = 1,659), and showed that among diverse adolescents aged 13–16 a fixed or entity theory about personality traits predicted greater hostile attributional biases, which mediated an effect on aggressive desires. Study 2 experimentally changed adolescents' implicit theories toward a malleable or incremental view and showed a reduction in hostile intent attributions. Study 3 delivered an incremental theory intervention that reduced hostile intent attributions and aggressive desires over an 8‐month period.     

Teacher Evaluation in an Era of Educational Change

Teachers can help minority children close the academic achievement gap in intermediate and middle school by combining literacy instruction and content-area material. This connection improves reading achievement and increases curriculum knowledge, even if students have previously experienced difficulty with primary school reading. Fortunately, upper-elementary and middle-level learners are still naturally curious, are developing cognitively, and have acquired some basic reading skills. Teachers can therefore extend students' previous learning by using a spiral curriculum, in which curricular concepts are introduced at an appropriate level and then revisited at more challenging levels. Teachers can also increase the academic complexity for students by using strategies that include picture books, word recognition skills, intensive subject matter, vocabulary in a meaningful context, Readers Theater, and after-school activities.     

The determinants of progress to the doctoral degree

The time doctoral students expect to take to complete their degree is investigated in a model which stresses the effects of economic factors. The model also accounts for the interdependency among such variables as employment hours, study hours, household income, and part-time study. We find that field of study, amount of borrowing, household income, and study hours have direct effects on expected time to degree. Indirect effects also occur from employment hours and the amount of fellowship, scholarship, or grant aid. When the sample is separated into foreign and U.S. students, we find that U.S. students underestimate their time to degree. Also, household incomes are higher for U.S. students and increase the time to degree, while the opposite is true for foreign students. Teaching assistantships increase the time to degree for foreign students while research assistantships reduce it.     

Schedule-induced polydipsia contrast in the rat

Schedule-induced polydipsia was studied using a behavioral contrast paradigm. Food pellets were delivered to food-deprived rats on a response-independent FT 1-min schedule. Licking on a tube produced water on a MULT FR 10 FR 10, MULT FR 10 EXT, or MIXED FR 10 EXT for three rats (Experiment 1) and on a MULT VI VI, MULT VI EXT, or MIXED VI EXT schedule for three other rats (Experiment 2). On the FR schedules, rats could drink more water by increasing lick rates, but on the VI schedules the amount of drinking was fixed by the schedule parameters and was relatively unaffected by lick rates. Relative to MULT FR FR, positive polydipsia contrast was clearly demonstrated on MULT and MIXED FR EXT; but relative to MULT VI VI, contrast was not demonstrated on MULT and MIXED VI EXT. These data suggest that polydipsia contrast occurs only if increased licking permits increased drinking.