CONTEMPORARY EDUCATIONAL PSYCHOLOGY 8, 419 (1983) Papers to Appear in Forthcoming Issues The following articles have been accepted for publication in Contemporary Educarional Psychology. This list does not reflect the final order of publication. The Role of Fantasy Figures in the Regulation of Young Children’s Behavior: Santa Claus, the Easter Bunny, and Donations. DAVID J. DIXON AND HARRY L. HOM, JR. Southwest Missouri State University. Teacher Characteristics and Teacher Performance. ROBERT MCNERGNEY AND LYN SATTER- STROM. UniVerSity of Virginia. Causal Attributions of Students and Student-Proctors for Performance on a University Examination. SUSAN A. WYATT AND FREDERIC J. MEDWAY. University qfSouth Carolina. Comparative Functions of Preschool Learning Style and IQ in Predicting Future Academic Performance. PAUL A. MCDERMOTT. University of Pennsylvania. Alternative Research Paradigms in the Analysis of Mnemonics. MICHAEL PRESSLEY AND JANET MULLALLY. University of Western Ontario. Adjunct Question Effects with Review. PHILIPPE C. DUCHASTEL AND RONALD J. NUNGESTER. The American College. Structuring Academic Conflicts between Majority and Minority Students: Hindrance or Help to Integration. DAVID W. JOHNSON, ROGER JOHNSON, AND MARGARET TIFFANY. University of Minnesota. Automatic Conceptual Encoding of Printed Verbal Material: Assessment of Population Dif- ferences. DANIEL W. KEE. California State University, Fullerton. SUSAN Y. NAKAYAMA. University of Kentucky. MARIA CERVANTES. University of Southern California. JANA D. OSAZE. Los Angeles City College. Changing Academic Task Persistence through a Self-Instructional Attribution Training Pro- gram. ROBERT H. REIHER AND MYRON H. DEMBO. University of Southern California. Latent Variable Models: Applications in Education. DAVID RINDSKOPF. City University of New York. The Effect of Modifying the Cognitive Tempo of Reading Disabled Children on Reading Comprehension. KATHY M. LEARNER AND CHARLES L. RICHMAN. Wake Forest Univer- sity. Reconceptualizing Perceptual Development: The Identification of Some Dimensions of Spa- tial Competence in Young Children. ROSEMARY A. ROSSER AND JOHN MAZZEO. The Uni- versity of Arizona. PATRICIA E HORAN. North Carolina State University. 419 0361-476X/83 $3.00 Copyright @ 1983 by Academic Press. Inc. All rights of reproduction in any form reserved.

Papers to appear in forthcoming issues

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CONTEMPORARY EDUCATIONAL PSYCHOLOGY 8, 419 (1983)

Papers to Appear in Forthcoming Issues

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

The Role of Fantasy Figures in the Regulation of Young Children’s Behavior: Santa Claus, the Easter Bunny, and Donations. DAVID J. DIXON AND HARRY L. HOM, JR. Southwest Missouri State University.

Teacher Characteristics and Teacher Performance. ROBERT MCNERGNEY AND LYN SATTER- STROM. UniVerSity of Virginia.

Causal Attributions of Students and Student-Proctors for Performance on a University Examination. SUSAN A. WYATT AND FREDERIC J. MEDWAY. University qfSouth Carolina.

Comparative Functions of Preschool Learning Style and IQ in Predicting Future Academic Performance. PAUL A. MCDERMOTT. University of Pennsylvania.

Alternative Research Paradigms in the Analysis of Mnemonics. MICHAEL PRESSLEY AND JANET MULLALLY. University of Western Ontario.

Adjunct Question Effects with Review. PHILIPPE C. DUCHASTEL AND RONALD J. NUNGESTER. The American College.

Structuring Academic Conflicts between Majority and Minority Students: Hindrance or Help to Integration. DAVID W. JOHNSON, ROGER JOHNSON, AND MARGARET TIFFANY. University of Minnesota.

Automatic Conceptual Encoding of Printed Verbal Material: Assessment of Population Dif- ferences. DANIEL W. KEE. California State University, Fullerton. SUSAN Y. NAKAYAMA. University of Kentucky. MARIA CERVANTES. University of Southern California. JANA D. OSAZE. Los Angeles City College.

Changing Academic Task Persistence through a Self-Instructional Attribution Training Pro- gram. ROBERT H. REIHER AND MYRON H. DEMBO. University of Southern California.

Latent Variable Models: Applications in Education. DAVID RINDSKOPF. City University of New York.

The Effect of Modifying the Cognitive Tempo of Reading Disabled Children on Reading Comprehension. KATHY M. LEARNER AND CHARLES L. RICHMAN. Wake Forest Univer- sity.

Reconceptualizing Perceptual Development: The Identification of Some Dimensions of Spa- tial Competence in Young Children. ROSEMARY A. ROSSER AND JOHN MAZZEO. The Uni- versity of Arizona. PATRICIA E HORAN. North Carolina State University.

419 0361-476X/83 $3.00 Copyright @ 1983 by Academic Press. Inc. All rights of reproduction in any form reserved.