The effects of pictorial and written (questions) adjunct aids interspersed through text on factual recall were compared. Sixty-three subjects read one of the following forms of text: questions before relevant passage, questions after, pictures before, pictures after, questions and pictures before, questions and pictures after, no adjunct aids. Results showed that reader-generated pictures and experimenter-provided questions were equally facilitative and resulted in increased retention over the control group. Question position effects characteristic of mathemagenic studies were replicated. Identical position effects were demonstrated for reader generated pictures used as adjunct aids. Implications for mathemagenics and prose learning are discussed.

Working from data originally collected by Kropp and Stoker (1966) on the validity of Bloom’s Taxonomy, the present paper attempts to demonstrate that a multiplicity of analytic methods leads to a clearer conception of causal relationships than any single method.

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A comparative evaluation was made of the ability of the four Academic Tests of the American College Test (ACT) Assessment Program and the Descriptive Tests of Language Skills (DTLS) to predict course grades and freshman grade-point average for 496 students enrolled in a basic skills program at a large four-year midwestern university. Multiple regression analyses indicated that performance in basic skills courses, notably reading and writing, can be predicted equally well by a subset of the Academic Tests of the ACT Assessment Program or a subset of the DLTS. Performance in a basic skills mathematics course was predicted considerably more accurately by three of the four Academic Tests of the ACT Assessment Program as opposed to one subtest from the DTLS. Grade point av erage was predicted equally well with selected subtests from both instruments.EDUCATIONAL AND PSYCHOLOGICAL *EASV&dquo;MENT 1990,40 -' POSTSECONDARY institutions over the past decade have modified their admissions criteria in order to identify students who would not normally be admitted to college but who have the potential for satisfactory work. Many of these students are drawn from racial minorities and/or low socio-economic status (SES) groups. Although it is assumed that they possess the necessary intellectual ability to meet the academic demands of college, they are often seriously deficient in such basic skills as reading comprehension, writing, and mathematics. In response to the needs of these students, many colleges have estabat CORNELL UNIV on June 25, 2015 epm.sagepub.com Downloaded from