Search

This article examines family dynamics and mobilization for the American Revolution in the overlooked region of central Massachusetts. Results indicate that warfare and the farming culture frequently clashed. Some militiamen found that farming life failed to prepare them for wartime stresses and the rigors of camp life. Rugged individualism and military regimentation did not always mesh. Based on vital records, military service records, and family histories, the article also shows how birth order shaped military recruitment. Family responsibilities and a suffocating patriarchy sometimes impeded mobilization. Harvesting duties and family emergencies forced some to have to choose between one’s home and the patriot cause. The article also explores links between family ties and loyalism and the Revolution’s impact on patriarchy and inheritance patterns.

Forty-four preschool subjects were studied to find if computer assisted instruction could enhance performance on Piagetian classification and conservation tasks. Five two-year-olds, seven three-year-olds, and nine four-year-olds comprised the control group. Five two-year-olds, seven three-year-olds, and eleven four-year-olds, the experimental group, were exposed to the gamut of computer lessons. Age of the child was found to be a significant variable, but so was computer exposure. The study has implications for conceptual development in young children.

The effects of difficulty level, type of content, and temporal position of knowledge of results were considered relative to the retention of empirically-derived verbal materials by 160 college Ss. Difficulty level appeared to be the only variable which was operative to a significant extent for the specified learning task.

Four independent variables were studied as they relate to bi-directionality in recall. The data indicate that the effect of meaningfulness of material is sufficient to offset effects of the other three variables (learning set, verbalization, sample characteristics) for bi-directional learning. A suggestion is provided for using an index of relationships identified in determining list difficulty in paired-associate learning tasks.

The effect of teacher methodology in language arts instruction was considered relative to the performance of sixty-four ninth grade, track two, English students on a standardized achievement test and a standardized aptitude test. Results for the four classes evaluated suggest that despite differences in teacher approach to material, achievement over groups remained homogeneous. However, group scores, for language aptitude increased in direct relationship to teacher scores for application of general principles and ideas (as opposed to mechanics and specific skills).

The effects of 3 different delays of knowledge of results over 3 stages of the acquisition process were investigated at 2 levels of list difficulty. Results from 90 college Ss indicate that delays have differing effects for different acquisition stages. Effects appear consistent by level of list difficulty.