CONTEMPORARY EDUCATIONAL PSYCHOLOGY 4, 89 (1979)

Papers to Appear in Forthcoming Issues

The following articles have been accepted for publication in Contemporary Educational Psychology. This list does not reflect the final order of publication.

Feedback and Content Review in Programmed Instruction. RAYMOND W. KULHAVY AND FRANK R. YEKOVICH. Arizona State University. JAMES W. DYER. University of Montana.

Student Achievement on Different Types of Tasks under Cooperative, Competitive, and Individualistic Conditions. DAVID W. JOHNSON, ROGER T. JOHNSON AND LINDA SKON.

University of Minnesota. A Timer Game: Effects for On-Tasks Behavior and Generalization for Academic Behavior

for an Entire Special Education Class. T. F. MCLAUGHLIN. Gonzaga University. P. DOLLIVER. Spokane School District. J. E. MALABY. Eastern Washington State College.

Relationships Among Cooperation-Competition and Locus of Control in Social and Aca- demic Situations Among Children in Traditional and Open Classrooms. RONALD W. HENDERSON. University of California, Santa Cruz. HANNELORE HENNING. Heidelberg, West Germany.

Effects of Prefamiliarity and Instructional Support on Immediate Acquisition. BARBARA

NELSON. University of Oklahoma. Maximizing the Effective Use of School Time by Teachers and Students. MARGARET C.

WANG. University of Pittsburgh. Imagery Instructions and Young Children’s Prose Learning: No Evidence of “Support.”

TRUDY C. DUNHAM AND JOEL R. LEVIN. University of Wisconsin. Reader Imposed Structure and Prose Retention. MARK D. GRABE. University of North

Dakota. Notetaking and Depth of Processing. BURKE H. BRETZING AND RAYMOND W. KULHAVY.

Arizona State University. The Effects of Social Dialect on Auditory Sound Bending and Word Recognition. PETER

DESBERG, GEORGE MARSH, LEE ANN SCHNEIDER AND CAROLINE DUNCAN-ROSE. Cali- fornia State University.

Should We Screen Preschoolers? CECIL R. REYNOLDS. University of Nebraska-Lincoln. Self-Esteem, Locus of Control and Children’s Perception of Classroom Social Climate:

A Developmental Perspective. RACHEL HERTZ-LAZAROWITZ. Haifa University, SHLOMO SHARAN. Tel-Aviv University.

Self-Disclosure in the Classroom: An Experimental Study. ANITA E. WOOLFOLK. Rutgers University.

89 Copyright @ 1979 by Academic Press. Inc. All rights of reproduction in any form reserved.