CONTEMPORARY EDUCATIONAL PSYCHOLOGY 17, 387 (1992)

Papers to Appear in Forthcoming Issues The following articles have been accepted for publication in Contemporary Educational

Psycho@y. The list does not reflect final order of publication.

Goals and Perceived Ability: Impact on Student Valuing, Self-Regulation, and Persistence. RAYMOND B. MILLER, JOHN T. BEHRENS, BARBARA A. GREENE, AND DE NEWMAN, Universiry of Oklahoma.

Role of Delay of Feedback on Subsequent Pattern Recognition Transfer Tasks. MARVIN L.

SCHROTH AND ELISSA LUND, Santa Clara University. Schooling and Students’ Epistemological Beliefs about Learning. JIHN-CHANG J. JEHNG,

Tamkang University; SCOTT D. JOHNSON AND RICHARD C. ANDERSON, University of Illinois at Urbana-Champaign.

The Effect of Prior Knowledge on an Immediate and Delayed Associative Learning Task following Elaborative Interrogation. TEENA WILLOUGHBY, T. GARY WALLER, AND G. E.

MACKINNON, University of Waterloo; EILEEN WOOD, Wilfrid Laurier University. Identifying and Preparing Disadvantaged and Minority Youth for High Level Academic

Achievement. SHARON J. LYNCH, The George Washingfon University; CAROL J. MILLS, The Johns Hopkins University.

Simultaneous Presentation of Stories and Visual Displays Which Vary in Coherence. VIR-

GINIA A. DIEHL, Western Illinois University. Adaptive Construction of Mental Representations in Understanding Expository Texts.

WOLFGANG SCHNOTZ, Universiry of Tubingen. Cognitive Control Functions of Study Activities: A Compensation Model. FRANCIS J. DI

VESTA AND VIRGINIA MORENO, The Pennsylvania State University. Individual Differences in Learning Arbitrary Sentences Presented at Different Rates. WEN-

FAN YAN. Gonzaga University.

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0361476X/92 $5.00 Copyright 0 1992 hy Academic Prep<. Inc. All rights of reproduction in any form reserved.