CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2, 207 (1917) 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. Self-concept assessment in young children: Development of a self-report, peer com- parison measure. KAY POMERANCE TORSHEN, LEONARD P. KROEKER, AND ROLF A. PETERSON. University of Illinois at Chicago Circle. Performance characteristics of retarded and normal students on pattern recognition tasks. LFS STERNRFRG, MICHAEL H. EPSTEIN, AND DAN ADAMS. Northern Illinois University. Communication, education, and creativity. RICHARD E. RIPPLE. Cornell University. Interpretation of the separate WPPSI tests for boys and girls at three age levels. ALAN S. KAUFMAN. University of Georgia. S. FEYISARA DARAMOLA. Teachers College, Columbia University. ROBERT F. DICUIO. Manhattan Developmental Center. “Read through the test before you begin”: New support for traditional advice. CARLA J. POSNANSKY. University of Rochester. Four components of Rotter’s internal-external scale and cheating behavior. JOHN P. HOUSTON. University of California, Los Angeles. The effect of labels and instruction on concept attainment in the educable mentally retarded. RICHARD M. G.ARGII~I.o. IJniversity of Wisronsin. Frequent testing and personalized systems of instruction. ROBERT D. ABBOTT. Uni- versity of Washington. PAULINE FALSTROM. University of California, Los Angeles. In pursuit of the elusive relationship between selected cognitive abilities and learning. GISELA LABOLWIE-VIEF, JOEL R. LEVIN, NANCY L. HURL~U I, AND KA MRYN A. URBERG. University of Wisconsin. The “learning disabilities” label: An experimental analysis. BOB At.cozzr~~. The University of Florida. JOHN SUTHERLAND. Virginia Beach City Schools. Effects of student characteristics and level of teacher-student interaction on achievement and attitudes. COLIN N. POWER. University of Queensland, Brisbane, Australia. Locus of control and tutor’s instructional style as determinants of cross-age tutoring effectiveness. FREDERIC J. MEDWAY AND REUBEN M. BARON. University of So&h Carolina. 207 Copyright @ 1977 by Academic Ress, Inc. All rights of reproduction in any form reserved.

Papers to appear in forthcoming issues

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CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2, 207 (1917)

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.

Self-concept assessment in young children: Development of a self-report, peer com- parison measure. KAY POMERANCE TORSHEN, LEONARD P. KROEKER, AND ROLF A. PETERSON. University of Illinois at Chicago Circle.

Performance characteristics of retarded and normal students on pattern recognition tasks. LFS STERNRFRG, MICHAEL H. EPSTEIN, AND DAN ADAMS. Northern Illinois University.

Communication, education, and creativity. RICHARD E. RIPPLE. Cornell University. Interpretation of the separate WPPSI tests for boys and girls at three age levels.

ALAN S. KAUFMAN. University of Georgia. S. FEYISARA DARAMOLA. Teachers College, Columbia University. ROBERT F. DICUIO. Manhattan Developmental Center.

“Read through the test before you begin”: New support for traditional advice. CARLA J. POSNANSKY. University of Rochester.

Four components of Rotter’s internal-external scale and cheating behavior. JOHN P. HOUSTON. University of California, Los Angeles.

The effect of labels and instruction on concept attainment in the educable mentally retarded. RICHARD M. G.ARGII~I.o. IJniversity of Wisronsin.

Frequent testing and personalized systems of instruction. ROBERT D. ABBOTT. Uni- versity of Washington. PAULINE FALSTROM. University of California, Los Angeles.

In pursuit of the elusive relationship between selected cognitive abilities and learning. GISELA LABOLWIE-VIEF, JOEL R. LEVIN, NANCY L. HURL~U I, AND KA MRYN

A. URBERG. University of Wisconsin. The “learning disabilities” label: An experimental analysis. BOB At.cozzr~~.

The University of Florida. JOHN SUTHERLAND. Virginia Beach City Schools. Effects of student characteristics and level of teacher-student interaction on achievement

and attitudes. COLIN N. POWER. University of Queensland, Brisbane, Australia. Locus of control and tutor’s instructional style as determinants of cross-age tutoring

effectiveness. FREDERIC J. MEDWAY AND REUBEN M. BARON. University of So&h Carolina.

207 Copyright @ 1977 by Academic Ress, Inc. All rights of reproduction in any form reserved.