CONTEMPORARY EDUCATIONAL PSYCHOLOGY 7, 398-404 (1982)

Subject Index’ for Volume 7

A

Acceptance hearing impairment and behavior

disorders: effects of prior information (educational records) on viewer’s perceptions of them on tapes, 7, 384

Achievement attribution variables in prediction of

(college), 7, 334 impact of effort on (college), 7, 327 reading, visual-auditory matching

trigrams in (grades 1 and 3), 7, 325 school, cooperative-competitive social

orientation and: Anglo- American and Mexican-American students (grades 4-6), 7, 97

Adult development, and mature adult

learners’ need to know, 7, 139 learners, mature: and the need to know,

7, 139 Age

differences (3-11 yr), in referent selection, 7, 41

and enforced attention, conceptual process as function of: in learning-disabled children, 7, 152

Anxiety test, effects on learning at superficial

and deep levels of processing, 7, 107

Arousal and learning strategy: attention to

semantic vs phonetic verbal attributes, individual differences (college), 7, 312

Attention enforced, and conceptual process in

learning-disabled children, 7, 152

to semantic vs phonetic verbal attributes, and individual differences in arousal and learning strategy (college), 7, 312

Attitude cheating and, function of classroom

control technique (grades 4-6), 7, 113

Attributes semantic vs phonetic verbal, attention

to: and individual differences in arousal and learning strategy (college), 7, 312

Attribution and examination preparation strategy

change, 7, 9 and persistence, effects of effort

feedback and performance patterns (4th and 5th grades). 7, 26

retraining (4th and 5th grades), 7, 26 variables, and prediction of achievement

(college), 7, 334

B

Basal stories personalized, effect on reading

comprehension of poor and average readers (4th grade), 7, 320

Behavior disorders, mainstreamed: effects of prior

information (educational records) on viewers perceptions of them, 7, 384

Bias in content validity on Boehm Test of

Basic Concepts, white and Mexican-American children (kindergarten), 7, 18 1

Biconditional rule acquisition training of simultaneous and sequential

processing (10th grade), 7, 371

1 Boldface numbers indicate volume; lightface numbers indicate pagination.

398 Copyright 0 1982 by Academic Press, ~nc. All rights of reproduction in any form reserved.

SUBJECT INDEX 399

Boehm Test of Basic Concepts bias in content validity on, white and

Mexican-American children (kindergarten), 7, 181

C

Cathode ray tube in simulation exercises in introductory

statistics course, evaluation, 7, 365 Cheating

student, classroom control technique (grades 4-6), 7, 113

Classroom control technique, effects on student

cheating and attitude (grades 4-6), 7, 113

Clinical profiles use of clustering techniques in, 7, 81

Clustering techniques, use in deriving

psychoeducational profiles, 7, 81 Coding- mapping

simultaneous, in acquisition of inductive biconditional reasoning skills (10th grade), 7, 371

Coercion as base of social power to control

cheating (grades 4-6), 7, 113 Cognitive-attentional theory

of test anxiety, 7, 107 Cognitive development

rule-assessment approach, 7, 272 Cognitive structure

episodic/semantic memory distinction in study of instructional effects on, 7, 124

Comprehension reading, of poor and average readers:

effect of personalized basal stories (4th grade), 7, 320

Computers simulation exercises: evaluation,

introductory statistics course, 7, 365

Concept learning, processing strategies in, 7, 371

Conceptual process as function of age and enforced

attention in learning-disabled children, 7, 152

Concrete operations stage (Biaget), factor structure, 7, 161

Content validity on Boehm Test of Basic

Concepts, bias in: white and Mexican-American children (kindergarten), 7, 181

Control of cheating (grades 4-6) 7, 113 personal, teachers’ perceptions of:

positive vs negative student learning outcomes, 7, 70

Cooperative-competitive social orientation

and school achievement, Anglo-American and Mexican-American students (grades 4-6), 7, 97

Coping strategies influence on manifestation of learned

helplessness (4th grade), 7, 346 Creativity

inventory for appraising (adult), 7, 1

D

Decision tree sequential, in acquisition of inductive

biconditional reasoning skills (10th grade), 7, 371

Dual coding hypothesis role of imagery in memory, 7, 61

E

Education application of structuralism and

learning, Piaget, 7, 217 field, theoretical contributions of Piaget

to: posthumous evaluation, 7, 203 rule-assessment approach, 7, 272

Educational records handicapped children, effects on

viewer’s perceptions of them on tapes, 7, 384

Effort feedback and performance patterns,

effects on attributions and task persistence (grades 4 and S), 7, 26

quantitation, and impact of effort on achievement: mastery instructional system (college), 7, 327

400 SUBJECT INDEX

strategies in mastery instructional system: quantitation of effort and impact of effort on achievement (college), 7, 327

Elaboration learning strategies, training students to

use (9th grade), 7, 301 Estimation

statistical, computer simulation exercises: introductory statistics course, evaluation, 7, 365

Examination preparation strategy, change:

relationship of attribution, expectancy, performance, and satisfaction, 7, 9

Exceptional children hearing impairment and behavior

disorders, video tapes: effects of prior information on viewers perceptions of them, 7, 384

Expectancy and examination preparation strategy

change, 7, 9

F

Factor structure stage of concrete operations (Piaget), 7, 161

Field independence and school achievement,

Anglo-American and Mexican-American students (grades 4-6), 7, 97

H

Hearing impairment, mainstreamed: effects of

prior information (educational records) on viewers perceptions of them, 7, 384

Helplessness learned, influence of coping strategies

on manifestation of (4th grade), 7, 346

I

Imagery after relaxation and suggestion:

technique in schools for modification of locus of control, 7, 190

role in memory, 7, 61 in vocabulary-learning strategies, 7, 50

Independence field, and school achievement:

Anglo-American and Mexican-American students (grades 4-6) 7, 97

Individual differences in arousal and learning strategy,

attention to semantic vs phonetic verbal attributes (college), 7, 312

Inductive reasoning skills biconditional, acquisition (10th grade),

7, 371 Information

irrelevant, effects on problem-solving (children), 7, 41

prior (educational records), effects on perceptions of handicapped children’s behavior on videotapes, 7, 384

textbook, reorganization in study strategies: role of objectives, 7, 15

Instruction design, strategies: stage-learning

hypothesis, 7, 238 effects on cognitive structure,

episodic/semantic memory distinction in study of, 7, 124

mastery system, effort strategies in: quantitation of effort and impact of effort on achievement (college), 7, 327

for rule acquisition (10th grade), 7, 371 and theory of Piaget, compatibility:

evaluation, 7, 204 Interference

visual, acoustic, combined, or none: effects on recall of pictures, printed words, and spoken words, 7, 61

Inventory for appraising creativity (adult), 7, 1

K Keyword

method of vocabulary learning, 7, 50

L

Learned helplessness, see Helplessness Learner

adult, mature: and the need to know, 7, 139

SUBJECT INDEX 401

Learning Meanings concept, processing strategies in, 7, 371 number of, and word frequency: effects disability: WISC-R and McCarthy for fast and slow readers, 7, 195

scatter, caution in interpretation, 7,90 incidental, immediate and delayed

recall: type I and type II paradigms (grades 1 and 6, college), 7, 357

lifelong, and mature adult learners’ need to know, 7, 139

strategy attention to semantic vs phonetic verbal

attributes in (college), 7, 312 elaboration, training students to use

(9th grade), 7, 301 structuralism and, Piaget: educational

application, 7, 217 at superficial and deep levels of

processing, effects of test anxiety, 7, 107

Learning-disabled children deficient rule learning, 7, 152

Memory episodic/semantic, distinction: in study

of instructional effects on cognitive structure, 7, 124

incidental, immediate and delayed recall: type I and type II paradigms (grades 1 and 6, college), 7, 357

Mentally retarded children WISC-R and McCarthy scatter, caution

in interpretation, 7, 90 Motivation

continuing, and influence of coping strategies on manifestation of learned helplessness: learning-disabled and normally achieving 4th grade boys, 7, 346

N learned helplessness, influence of coping Need

strategies: comparison with to know, mature adult learners, 7, 139 normally achieving 4th grade boys, 7, 346 0

Learning outcomes positive vs negative, teachers’

perceptions of personal control of, 7, 70

Locus of control modification, using relaxation,

suggestion, and imagery technique in schools, 7, 190

and school achievement, Anglo-American and Mexican-American students (grades 4-6), 7, 97

Objectives role in organization of textbook

information, 7, 15 Operations

concrete, stage (Piaget): factor structure, 7, 161

Operativity and teaching through social conflict, 7, 257

Papers

P

to appear in forthcoming issues, 7, 95,

M 201, 300, 395

Paradigms Mainstreaming type I and type II, memory of

hearing impairment and behavior incidentally learned material (grades disorders, effects of prior 1 and 6, college), 7, 357 information (educational records) on Perceptions viewers perceptions of them, 7, 384 of handicapped children’s behavior on

Mastery instructional system videotapes, effects of prior effort strategies in: quantitation of effort information (educational records),

and impact of effort on 7, 384 achievement (college), 7, 327 of personal control of positive vs

McCarthy negative student learning outcomes, scatter, caution in interpretation, 7, 90 7, 70

402 SUBJECT INDEX

Performance disruption by test anxiety, mechanisms,

7, 107 and examination preparation strategy

change, 7, 9

superficial and deep levels, effects of test anxiety on learning at, 7, 107

Psychoeducational profiles derived with use of clustering

techniques, 7, 81 patterns, effects on attributions and task

persistence (4th and 5th grades), 7, 26 26

Persistence R

task, effects of effort feedback and performance patterns (4th and 5th grades), 7, 26

Readers

Phonetic verbal attributes attention to, and individual differences in

arousal and learning strategy (college), 7, 312

Piaget

fast and slow, effects of word frequency and number of meanings, 7, 195

Reading achievement, visual-auditory matching

of trigrams in (grades 1 and 3), 7, 325

children’s play, 7, 289 stage of concrete operations, factor

structure, 7, 161 stmcturalism and learning, educational

application, 7, 217 theoretical contributions to field of

education, posthumous evaluation: special issue of Contemporary Educational Psychology, 7, 203

theory and instruction, compatibility: evaluation, 7, 204

Play

comprehension, of poor and average readers: effect of personalized basal stories (4th grade), 7, 320

Reasoning skills, inductive biconditional:

acquisition (10th grade), 7, 371 Recall

immediate and delayed, incidentally learned material: type I and type II paradigms (grades 1 and 6, college), 7, 3.57

Piaget’s views reconsidered (children), 7, 289

pictures, printed words, and spoken words: interference effects, short-term to long-term memory, 7,61

Relaxation sense of self-worth from (children), 7, 289

Power social (reward, coercive, referent,

legitimate, and informational), use by teacher: effects on student cheating and attitude (grades 4-6), 7, 113

Problem solving

suggestion, and imagery technique in schools: modification of locus of control, 7, 190

Rule learning

deficient in learning-disabled children, 7, 152

processes, 7, 371 Rule-assessment

approach, and education, 7, 272 effects of irrelevant information

(children), 7, 41 and learned helplessness, influence of

coping strategies (4th grade), 7, 346 Processing

S

Satisfaction levels, short-term to long-term memory,

7, 61 strategies, in acquisition of inductive

biconditional reasoning skills (10th grade), 7, 371

of exam performance, and examination preparation strategy change, 7, 9

Scatter indices: WISC-R and McCarthy scales,

caution in interpretation, 7, 90

SUBJEC T INDEX 403

School achievement, cooperative-competitive

social orientation and: Anglo-American and Mexican-American students (grades 4-6) 7, 97

relaxation, suggestion, and imagery technique: used for modification of locus of control, 7, 190

Self-esteem and school achievement,

Anglo-American and Mexican-American students (grades 4-6), 7, 97

Self-worth sense of, from play (children), 7, 289

Semantic attributes attention to, and individual differences

in arousal and learning strategy (college), 7, 312

Sequential and simultaneous processing, training:

in acquisition of inductive biconditional reasoning skills (10th grade), 7, 371

Simulation exercises, introductory statistics course:

evaluation, 7, 365

and sequential processing, training: in acquisition of inductive biconditional reasoning skills (10th grade), 7, 371

Skills reasoning, inductive biconditional:

acquisition (10th grade), 7, 371 Social conflict

teaching through, 7, 257 Social orientation

cooperative-competitive, and school achievement: Anglo-American and Mexican-American students (grades 4-6), 7, 97

Social power (reward, coercive, referent, legitimate,

and informational) by teacher: effects on student cheating and attitude (grades 4-6), 7, 113

Stage-learning hypothesis strategies for instructional design, 7, 238

Statistics introductory course: simulation

exercises, evaluation, 7, 365 Stories

basal, personalized: effect on reading comprehension of poor and average readers (4th grade), 7, 320

Strategies coping, influence on manifestation of

learned helplessness (4th grade), 7, 346

effort, in mastery instructional system: quantitation of effort and impact of effort on achievement (college), 7, 327

examination preparation, change: relationship of attribution, expectancy, performance, and satisfaction, 7, 9

for instructional design, stage-learning hypothesis, 7, 238

learning attention to semantic vs phonetic

verbal attributes in (college), 7, 312 elaboration: training students to use

(9th grade), 7, 301 processing, in acquisition of inductive

biconditional reasoning skills (10th grade), 7, 371

study, role of objectives in organization of textbook information, 7, 15

Structuralism and learning, Piaget: educational

application, 7, 217 Student

achievement, cooperative-competitive social orientation and: Anglo-American and Mexican-American students (grades 4-6), 7, 97

cheating and attitude, function of classroom control technique (grades 4-6), 7, 113

learning outcomes, positive vs negative: teachers’ perceptions of personal control of, 7, 70

training, to use elaboration learning strategies (9th grade), 7, 301

Study strategies, role of objectives in

404 SUBJECT INDEX

organization of textbook information, 7, 15

Suggestion after relaxation, with imagery technique

in schools: modification of locus of control, 7, 190

T

Teacher attitudes, about handicapped children:

effects of prior information (educational records), 7, 384

perceptions of personal control of positive vs negative student learning outcomes, 7, 70

Teaching through social conflict, 7, 257 statistics, computers: evaluation of

simulation exercises, 7, 365 Test

anxiety, effects on learning at superficial and deep levels of processing, 7, 107

construction negative and positive statements in

true-false items, 7, 35 true-false items: comparison of

difficulty and discrimination values, 7, 35

WISC-R and McCarthy scatter, caution in interpretation, 7, 90

Textbook information

free recall, role of objectives, 7, 15 organization, role of objectives, 7, 15

Training of mental operations, in concept

learning (10th grade), 7, 371 students to use elaboration learning

strategies (9th grade), 7, 301 Transfer

in rule-learning training (10th grade), 7, 371

True-false items, test construction: comparison of

difficulty and discrimination values, 7, 35

V

Validity content, item bias on Boehm Test of

Basic Concepts: white and Mexican-American children (kindergarten), 7, 181

Visual-auditory matching of trigrams, reading

achievement (grades 1 and 3), 7, 325

Vocabulary -learning strategies, keyword method, 7,50

W

WISC-R scatter, caution in interpretation, 7, 90

Word frequency and number of meanings,

effects for fast and slow readers, 7, 195

printed or spoken, recall: effects of interference, 7, 61