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Volume 2, numbers 1–4, 1990
Index/Volume 2, Numbers l-4,1990
Please note: numbers in parentheses
indicate issue number in Volume 2
ARTICLES Author/Title A Abbott, Robert D., Beminger, Virginia W., & Shurtleff, Hillary A., Developmental Changes in Interrelationships of Visible Language Codes, Oral Language Codes, and Reading or Spelling, 45-66 (I). Andrist, Charlotte G., Short, Elizabeth J., & Friebert, Sarah E., Individual Differences in Attentional Processes as a Function of Age and Skill Level, 38940:3 (4). Auditory and Visual Retention in Poor and Normal Readers When Verbal Encoding Is Disrupted (Mary E. Hubba, Frank R. Vellutino, & Donna M. Scanion), 95-112 (1).
B Behavioral Tempo In Pre-School Boys And Girls (Diane McGuiness), 315-325 (3). Benson, Nancy J., Lovett, Maureen W., & Olds, Janet, Individual Difference Predictors of Treatment Outcome in the Remediation of Specific Reading Disability, 287-314 (3). Beminger, Virginia W., Abbott, Robert D., & Shurtleff, Hillary A., Developmental Changes in Interrelationships of Visible Language Codes, Oral Language Codes, and Reading or Spelling, 45-66 (I). Bos, Candace S., & Montague, Marjory, Cognitive And Metacognitive Charac-
teristics of Eighth Grade Students’ Mathematical Problem Solving, 371388 (3).
C Carlson, Jerry S., Cormier, Pierre, & Das, J.P., Planning Ability and Cognitive Performance: The Compensatory Effects of a Dynamic Assessment Approach, 437-449 (4). Carver, Ronald P., Predicting Accuracy of Comprehension From the Relative Difficulty of the Material, 405-422 (4). Chapman, Julia, McGuinness, Diane, & Olson, Amy, Sex Differences in Incidental Recall for Words and Pictures, 263-285 (3). Cognitive Abilities as Determinants of Success in Acquiring Logic Skill (Patrick C. Kyllonen, & Deborah L. Stephens), 129-160 (2). Cognitive and Metacognitive Characteristics of Eighth Grade Students’ Mathematical Problem Solving (Marjory Montague, & Candace S. Bos), 371-388 (3). Cognitive Processes Separating Good and Poor Readers When IQ is Covaried (J.P. Das, David Mensink, & Rama K. Mishra), 423-436 (4). Connell, James I’., Ryan, Richard M., & Plant, Robert W., Emotions in Nondirected Text Learning, 1-17 (1).
LEARNINGAND /ND/V/DUAL DIFFERENCES
454
Cooper, David H., Speece, Deborah, L. & Kibler, Julie M., Dynamic Assessment, Individual Differences, and Academic Achievement, 113-127 (1). The Cooperative Learner (Richard H. Hall, Donald F. Dansereau, & Lisa P. Skaggs), 327-336 (3). Corrnier, Pierre, Carlson, Jerry S., & Das, J.P., Planning Ability and Cognitive Performance: The Compensatory Effects of a Dynamic Assessment Approach, 437-449 (4).
D Dansereau, Donald F., Hall, Richard H., & Lisa I’. Skaggs, The Cooperative Learner, 327-336 (3). Das, J. I’., Carlson, Jerry S., & Cormier, Pierre, Planning Ability and Cognitive Performance: The Compensatory Effects of a Dynamic Assessment Approach, 437-449 (4). Das, J.P., Mensink, David, & Mishra, Rama K., Cognitive Processes Separating Good and Poor Readers When IQ is Covaried, 423-436 (4). Decay of Repetition Priming Effects and its Relation to Retention from Text Processing: A Study of Forgetting (Dan J. Woltz), 241-261 (2). Developmental Changes in Interrelationships of Visible Language Codes, Oral Language Codes, and Reading or Spelling (Robert D. Abbott, Virginia W. Berninger, & Hillary A. Shurtleff), 45-66 (I). Differential Sensitivity to the Meaning and Structural Attributes of Printed Words in Poor and Normal Readers (Frank R. Vellutino, Donna M. Scanlon, & Melinda S. Tanzman), 19-43 (1). Dynamic Assessment, Individual Differences, and Academic Achievement (David H. Cooper, Deborah, L. Speece, & Julie M. Kibler), 113-127 (1).
VOLUME 2, NUMBER 4.1990
F Fisk, Arthur D., & Rogers, Wendy A., A Reconsideration of Age Related Reaction Time Slowing From a Complex Perspective: Age-related Slowing is not Just Complexity-Based, 161-179, (2). Flexibility in Text Processing: A Strategy Competition Model (Susan R. Goldman, & Elizabeth U. Saul), 181219 (2). Friebert, Sarah E., And&t, Charlotte G., & Short, Elizabeth J., Individual Differences in Attentional Processes as a Function of Age and Skill Level, 389403 (4).
G Gadow, Kenneth D. Sprafkin, Joyce, & Grayson, Patricia, The Help-Hurt Game as a Measure of Aggression in Children with Learning and Behavior Disorders, 337-351 (3). Goldman, Susan R., & Saul, Elizabeth U., Flexibility in Text Processing: A Strategy Competition Model, 181-219 (2). Grayson, Patricia, Gadow, Kenneth D., & Sprafkin, Joyce, The Help-Hurt Game as a Measure of Aggression in Children with Learning and Behavior Disorders, 337-351 (3).
H Hall, Richard H. Dansereau, Donald F., & Skaggs, Lisa I’., The Cooperative Learner, 327-336 (3). The Help-Hurt Game as a Measure of Aggression in Children with Learning and Behavior Disorders (Kenneth D. Gadow, Joyce Sprafkin, & Patricia Grayson), 337-351 (3). Hubba, Mary E., Vellutino, Frank R., & Scanlon, Donna M., Auditory and Visual Retention in Poor and Normal Readers When Verbal Encoding is Disrupted, 95-112 (1).
E Emotions in Nondirected Text Learning (James I’. Connell, Richard M. Ryan, & Robert W. Plant), l-17 (1).
I Individual Difference Predictors of Treatment Outcome in the Remediation of
455
Specific Reading Disability (Maureen W. Lovett, Nancy J. Benson, & Janet Olds), 287-314 (3). Individual Differences in Attentional Processes as a Function of Age and Skill Level (Charlotte G. Andrist, Elizabeth J. Short, & Sarah E. Friebert), 389-403 (4). The Influence of Speakers’ Characteristics and Mothers’ Informal Listening Instruction on Children’s Evaluations of Messages {Teresa M. McDe~tt), 353369 (3). K Kanfer, Ruth, Motivation and Individual Differences in Learning: An Integration of Developmental, Differential, and Cognitive Perspectives, 221-239 (2). Kibler, Julie M., Cooper, David H., & Speece, Deborah, L., Dynamic Assessment, Individual Differences, and Academic Achievement, 113-127 (1). Kyllonen, Patrick C., & Stephens, Deborah L., Cognitive Abilities as Determinants of Success in Acquiring Logic Skill, 129-160 (2).
tal Recall for Words and Pictures, 263285 (3). Mensink, David, Das, J.P., & Mishra, Rama K., Cognitive Processes Separating Good and Poor Readers When IQ is Covaried, 423-436 (4). Mishra, Rama K., Das, J.P., & Mensink, David, Cognitive Processes Separating Good and Poor Readers When IQ is Covaried, 423-436 (4). Montague, Marjory, & Bos, Candace S., Cognitive and Metacognitive Characteristics of Eighth Grade Students’ Mathematical Problem Solving, 371388 (3). Motivation and Individual Differences in Learning: An Integration of Developmental, Differential, and Cognitive Perspectives (Ruth Kanfer), 221-239 (2).
N Nichols, Paul D., & Lohman, David F., Training Spatial Abilities: Effects of Practice on Rotation and Synthesis Tasks, 67-93 (I).
L
0
Lohman, David F., & Nichols, Paul D., Training Spatial Abilities: Effects of Practice on Rotation and Synthesis Tasks, 67-93 (1). Lovett, Maureen W., Benson, Nancy J., & Olds, Janet, Individual Difference Predictors of Treatment Outcome in the Remediation of Specific Reading Disability, 287-314 (3).
Olds, Janet, Lovett, Maureen W., & Benson, Nancy J., Individual Difference Predictors of Treatment Outcome in the Remediation of Specific Reading Disability, 287-314 (3). Olson, Amy, McGuinness, Diane, & Chapman, Julia, Sex Differences in Incidental Recall for Words and Pictures, 263285 (3).
M
Planning Ability and Cognitive Performance: The Compensatory Effects of a Dynamic Assessment Approach (Jerry S. Carlson, Pierre Cormier, & J.P. Das), 437-449 (4). Plant, Richard M., Connell, James P., & Ryan, Robert W., Emotions in Nondirected Text Learning, 1-17 (1). Predicting Accuracy of Comprehension From the Relative Difficulty of the
P McDevitt, Teresa M., The Influence of Speakers’ Characteristics and Mothers’ Informal Listening Instruction on Children’s Evaluations of Messages, 35336Y (3). McGuiness, Diane, Behavioral Tempo in Pm-School Boys and Girls 315-325 (3). McGuinness, Diane, Olson, Amy, & Chapman, Julia, Sex Differences in Inciden-
1EAR~i~G
456
AND i~DiV/DUA~
Material (Ronald I’. Carver), 405-422 (4). R A Reconsideration of Age-Related Reaction Time Slowing From a Complex Perspective: Age-related Slowing is not Just Complexity-Based (Wendy A. Rogers, &Arthur D. Fisk), 161-179, (2). Rogers, Wendy A., & Fisk, Arthur D., A Reconsideration of Age-Related Reaction Time Slowing From a Complex Perspective: Age-related Slowing is not Just Complexity-Based, 161-179, (2). Ryan, Richard M., Connell, James I’., & Plant, Robert W., Emotions in Nondirected Text Learning, 1-17 (1).
D/FFfRE~C~S
VOLUME 2, NUMBER 4,1990
guage Codes, and Reading or Spelling, 45-66 (I). Skaggs, Lisa I’., Hall, Richard H., & Dansereau, Donald, F. The Cooperative Learner, 327-336 (3). Speece, Deborah L., Cooper, David H., & Kibler, Julie M., Dynamic Assessment, Individual Differences, and Academic Achievement, 113-127 (1). Sprafkin, Joyce, Gadow, Kenneth D., & Grayson, Patricia, The Help-Hurt Game as a Measure of Aggression in Children with Learning and Behavior Disorders, 337-351 (3). Stephens, Deborah L., & Kyllonen, Patrick C., Cognitive Abilities as Determinants of Success in Acquiring Logic Skill, 129-160 (2).
S
T
Saul, Elizabeth U., & Goldman, Susan R., Flexibility in Text Processing: A Strategy Competition Model, 181-219
Tanzman, Melinda S., Scanlon, Donna M., & Vellutino, Frank R., Differential Sensitivity to the Meaning and Structural At~butes of Printed Words in Poor and Normal Readers, 19-43 (1). Training Spatial Abilities: Effects of Practice on Rotation and Synthesis Tasks (David F. Lohman, & Paul D. Nichols), 67-93 (1).
(2). Scanlon, Donna M., Hubba, Mary E., & Vellutino, Frank R., Auditory and Visual Retention in Poor and Normal Readers When Verbal Encoding is Disrupted, 95-112 (1). Scanlon, Donna M., Vellutino, Frank R., & Tanzman, Melinda S. Differential Sensitivity to the Meaning and Structural Attributes of Printed Words in Poor and Normal Readers, 19-43 (1). Sex Differences in Incidental Recall for Words and Pictures (Diane McGuinness, Amy Olson, & Julia Chapman), 263-285 (3). Short, Elizabeth J., Andrist, Charlotte G., & Friebert, Sarah E., Individual Differences in Attentional Processes as a Function of Age and Skill Level, 389403 (4). Shurtleff, Hillary A., Abbott, Robert D., & Berninger, Virginia W., Developmental Changes in Interrelationships of Visible Language Codes, Oral Lan-
V Vellutino, Frank R., Hubba, Mary E., & Scanlon, Donna M., Auditory and Visual Retention in Poor and Normal Readers When Verbal Encoding is Disrupted, 95-112 (1). Vellutino, Frank R., Scanlon, Donna M., & Tanzman, Melinda S., Differential Sensitivity to the Meaning and Structural Attributes of Printed Words In Poor and Normal Readers, 19-43 (1).
W Woltz, Dan J., Decay of Repetition Priming Effects and its Relation to Retention From Text Processing: A Study of Forgetting, 241-261 (2).
Please note: numbers in parentheses
indicate issue number in Volume 2
ARTICLES Author/Title A Abbott, Robert D., Beminger, Virginia W., & Shurtleff, Hillary A., Developmental Changes in Interrelationships of Visible Language Codes, Oral Language Codes, and Reading or Spelling, 45-66 (I). Andrist, Charlotte G., Short, Elizabeth J., & Friebert, Sarah E., Individual Differences in Attentional Processes as a Function of Age and Skill Level, 38940:3 (4). Auditory and Visual Retention in Poor and Normal Readers When Verbal Encoding Is Disrupted (Mary E. Hubba, Frank R. Vellutino, & Donna M. Scanion), 95-112 (1).
B Behavioral Tempo In Pre-School Boys And Girls (Diane McGuiness), 315-325 (3). Benson, Nancy J., Lovett, Maureen W., & Olds, Janet, Individual Difference Predictors of Treatment Outcome in the Remediation of Specific Reading Disability, 287-314 (3). Beminger, Virginia W., Abbott, Robert D., & Shurtleff, Hillary A., Developmental Changes in Interrelationships of Visible Language Codes, Oral Language Codes, and Reading or Spelling, 45-66 (I). Bos, Candace S., & Montague, Marjory, Cognitive And Metacognitive Charac-
teristics of Eighth Grade Students’ Mathematical Problem Solving, 371388 (3).
C Carlson, Jerry S., Cormier, Pierre, & Das, J.P., Planning Ability and Cognitive Performance: The Compensatory Effects of a Dynamic Assessment Approach, 437-449 (4). Carver, Ronald P., Predicting Accuracy of Comprehension From the Relative Difficulty of the Material, 405-422 (4). Chapman, Julia, McGuinness, Diane, & Olson, Amy, Sex Differences in Incidental Recall for Words and Pictures, 263-285 (3). Cognitive Abilities as Determinants of Success in Acquiring Logic Skill (Patrick C. Kyllonen, & Deborah L. Stephens), 129-160 (2). Cognitive and Metacognitive Characteristics of Eighth Grade Students’ Mathematical Problem Solving (Marjory Montague, & Candace S. Bos), 371-388 (3). Cognitive Processes Separating Good and Poor Readers When IQ is Covaried (J.P. Das, David Mensink, & Rama K. Mishra), 423-436 (4). Connell, James I’., Ryan, Richard M., & Plant, Robert W., Emotions in Nondirected Text Learning, 1-17 (1).
LEARNINGAND /ND/V/DUAL DIFFERENCES
454
Cooper, David H., Speece, Deborah, L. & Kibler, Julie M., Dynamic Assessment, Individual Differences, and Academic Achievement, 113-127 (1). The Cooperative Learner (Richard H. Hall, Donald F. Dansereau, & Lisa P. Skaggs), 327-336 (3). Corrnier, Pierre, Carlson, Jerry S., & Das, J.P., Planning Ability and Cognitive Performance: The Compensatory Effects of a Dynamic Assessment Approach, 437-449 (4).
D Dansereau, Donald F., Hall, Richard H., & Lisa I’. Skaggs, The Cooperative Learner, 327-336 (3). Das, J. I’., Carlson, Jerry S., & Cormier, Pierre, Planning Ability and Cognitive Performance: The Compensatory Effects of a Dynamic Assessment Approach, 437-449 (4). Das, J.P., Mensink, David, & Mishra, Rama K., Cognitive Processes Separating Good and Poor Readers When IQ is Covaried, 423-436 (4). Decay of Repetition Priming Effects and its Relation to Retention from Text Processing: A Study of Forgetting (Dan J. Woltz), 241-261 (2). Developmental Changes in Interrelationships of Visible Language Codes, Oral Language Codes, and Reading or Spelling (Robert D. Abbott, Virginia W. Berninger, & Hillary A. Shurtleff), 45-66 (I). Differential Sensitivity to the Meaning and Structural Attributes of Printed Words in Poor and Normal Readers (Frank R. Vellutino, Donna M. Scanlon, & Melinda S. Tanzman), 19-43 (1). Dynamic Assessment, Individual Differences, and Academic Achievement (David H. Cooper, Deborah, L. Speece, & Julie M. Kibler), 113-127 (1).
VOLUME 2, NUMBER 4.1990
F Fisk, Arthur D., & Rogers, Wendy A., A Reconsideration of Age Related Reaction Time Slowing From a Complex Perspective: Age-related Slowing is not Just Complexity-Based, 161-179, (2). Flexibility in Text Processing: A Strategy Competition Model (Susan R. Goldman, & Elizabeth U. Saul), 181219 (2). Friebert, Sarah E., And&t, Charlotte G., & Short, Elizabeth J., Individual Differences in Attentional Processes as a Function of Age and Skill Level, 389403 (4).
G Gadow, Kenneth D. Sprafkin, Joyce, & Grayson, Patricia, The Help-Hurt Game as a Measure of Aggression in Children with Learning and Behavior Disorders, 337-351 (3). Goldman, Susan R., & Saul, Elizabeth U., Flexibility in Text Processing: A Strategy Competition Model, 181-219 (2). Grayson, Patricia, Gadow, Kenneth D., & Sprafkin, Joyce, The Help-Hurt Game as a Measure of Aggression in Children with Learning and Behavior Disorders, 337-351 (3).
H Hall, Richard H. Dansereau, Donald F., & Skaggs, Lisa I’., The Cooperative Learner, 327-336 (3). The Help-Hurt Game as a Measure of Aggression in Children with Learning and Behavior Disorders (Kenneth D. Gadow, Joyce Sprafkin, & Patricia Grayson), 337-351 (3). Hubba, Mary E., Vellutino, Frank R., & Scanlon, Donna M., Auditory and Visual Retention in Poor and Normal Readers When Verbal Encoding is Disrupted, 95-112 (1).
E Emotions in Nondirected Text Learning (James I’. Connell, Richard M. Ryan, & Robert W. Plant), l-17 (1).
I Individual Difference Predictors of Treatment Outcome in the Remediation of
455
Specific Reading Disability (Maureen W. Lovett, Nancy J. Benson, & Janet Olds), 287-314 (3). Individual Differences in Attentional Processes as a Function of Age and Skill Level (Charlotte G. Andrist, Elizabeth J. Short, & Sarah E. Friebert), 389-403 (4). The Influence of Speakers’ Characteristics and Mothers’ Informal Listening Instruction on Children’s Evaluations of Messages {Teresa M. McDe~tt), 353369 (3). K Kanfer, Ruth, Motivation and Individual Differences in Learning: An Integration of Developmental, Differential, and Cognitive Perspectives, 221-239 (2). Kibler, Julie M., Cooper, David H., & Speece, Deborah, L., Dynamic Assessment, Individual Differences, and Academic Achievement, 113-127 (1). Kyllonen, Patrick C., & Stephens, Deborah L., Cognitive Abilities as Determinants of Success in Acquiring Logic Skill, 129-160 (2).
tal Recall for Words and Pictures, 263285 (3). Mensink, David, Das, J.P., & Mishra, Rama K., Cognitive Processes Separating Good and Poor Readers When IQ is Covaried, 423-436 (4). Mishra, Rama K., Das, J.P., & Mensink, David, Cognitive Processes Separating Good and Poor Readers When IQ is Covaried, 423-436 (4). Montague, Marjory, & Bos, Candace S., Cognitive and Metacognitive Characteristics of Eighth Grade Students’ Mathematical Problem Solving, 371388 (3). Motivation and Individual Differences in Learning: An Integration of Developmental, Differential, and Cognitive Perspectives (Ruth Kanfer), 221-239 (2).
N Nichols, Paul D., & Lohman, David F., Training Spatial Abilities: Effects of Practice on Rotation and Synthesis Tasks, 67-93 (I).
L
0
Lohman, David F., & Nichols, Paul D., Training Spatial Abilities: Effects of Practice on Rotation and Synthesis Tasks, 67-93 (1). Lovett, Maureen W., Benson, Nancy J., & Olds, Janet, Individual Difference Predictors of Treatment Outcome in the Remediation of Specific Reading Disability, 287-314 (3).
Olds, Janet, Lovett, Maureen W., & Benson, Nancy J., Individual Difference Predictors of Treatment Outcome in the Remediation of Specific Reading Disability, 287-314 (3). Olson, Amy, McGuinness, Diane, & Chapman, Julia, Sex Differences in Incidental Recall for Words and Pictures, 263285 (3).
M
Planning Ability and Cognitive Performance: The Compensatory Effects of a Dynamic Assessment Approach (Jerry S. Carlson, Pierre Cormier, & J.P. Das), 437-449 (4). Plant, Richard M., Connell, James P., & Ryan, Robert W., Emotions in Nondirected Text Learning, 1-17 (1). Predicting Accuracy of Comprehension From the Relative Difficulty of the
P McDevitt, Teresa M., The Influence of Speakers’ Characteristics and Mothers’ Informal Listening Instruction on Children’s Evaluations of Messages, 35336Y (3). McGuiness, Diane, Behavioral Tempo in Pm-School Boys and Girls 315-325 (3). McGuinness, Diane, Olson, Amy, & Chapman, Julia, Sex Differences in Inciden-
1EAR~i~G
456
AND i~DiV/DUA~
Material (Ronald I’. Carver), 405-422 (4). R A Reconsideration of Age-Related Reaction Time Slowing From a Complex Perspective: Age-related Slowing is not Just Complexity-Based (Wendy A. Rogers, &Arthur D. Fisk), 161-179, (2). Rogers, Wendy A., & Fisk, Arthur D., A Reconsideration of Age-Related Reaction Time Slowing From a Complex Perspective: Age-related Slowing is not Just Complexity-Based, 161-179, (2). Ryan, Richard M., Connell, James I’., & Plant, Robert W., Emotions in Nondirected Text Learning, 1-17 (1).
D/FFfRE~C~S
VOLUME 2, NUMBER 4,1990
guage Codes, and Reading or Spelling, 45-66 (I). Skaggs, Lisa I’., Hall, Richard H., & Dansereau, Donald, F. The Cooperative Learner, 327-336 (3). Speece, Deborah L., Cooper, David H., & Kibler, Julie M., Dynamic Assessment, Individual Differences, and Academic Achievement, 113-127 (1). Sprafkin, Joyce, Gadow, Kenneth D., & Grayson, Patricia, The Help-Hurt Game as a Measure of Aggression in Children with Learning and Behavior Disorders, 337-351 (3). Stephens, Deborah L., & Kyllonen, Patrick C., Cognitive Abilities as Determinants of Success in Acquiring Logic Skill, 129-160 (2).
S
T
Saul, Elizabeth U., & Goldman, Susan R., Flexibility in Text Processing: A Strategy Competition Model, 181-219
Tanzman, Melinda S., Scanlon, Donna M., & Vellutino, Frank R., Differential Sensitivity to the Meaning and Structural At~butes of Printed Words in Poor and Normal Readers, 19-43 (1). Training Spatial Abilities: Effects of Practice on Rotation and Synthesis Tasks (David F. Lohman, & Paul D. Nichols), 67-93 (1).
(2). Scanlon, Donna M., Hubba, Mary E., & Vellutino, Frank R., Auditory and Visual Retention in Poor and Normal Readers When Verbal Encoding is Disrupted, 95-112 (1). Scanlon, Donna M., Vellutino, Frank R., & Tanzman, Melinda S. Differential Sensitivity to the Meaning and Structural Attributes of Printed Words in Poor and Normal Readers, 19-43 (1). Sex Differences in Incidental Recall for Words and Pictures (Diane McGuinness, Amy Olson, & Julia Chapman), 263-285 (3). Short, Elizabeth J., Andrist, Charlotte G., & Friebert, Sarah E., Individual Differences in Attentional Processes as a Function of Age and Skill Level, 389403 (4). Shurtleff, Hillary A., Abbott, Robert D., & Berninger, Virginia W., Developmental Changes in Interrelationships of Visible Language Codes, Oral Lan-
V Vellutino, Frank R., Hubba, Mary E., & Scanlon, Donna M., Auditory and Visual Retention in Poor and Normal Readers When Verbal Encoding is Disrupted, 95-112 (1). Vellutino, Frank R., Scanlon, Donna M., & Tanzman, Melinda S., Differential Sensitivity to the Meaning and Structural Attributes of Printed Words In Poor and Normal Readers, 19-43 (1).
W Woltz, Dan J., Decay of Repetition Priming Effects and its Relation to Retention From Text Processing: A Study of Forgetting, 241-261 (2).