{'fraction_non_alphanumeric': 0.019693654266958426, 'fraction_numerical': 0.0032822757111597373, 'mean_word_length': 5.777777777777778, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Cognitive structure and performance on classroom material.

Summary The purpose of this study is to assess the relationship between two aspects of cognitive structure (intensity and consistency) and performance on classroom material. Assessed by a modification of the Bannister and Fransella (5) grid method, intensity is defined in terms of the amount of differentiation in cognitive functioning. Consistency refers to the reproducibility of the cognitive structure. Classroom performance was evaluated by a behavior modification technique that yielded cumulative rates for approximately 20 performance sessions. As predicted, the low consistency students, when compared to the high consistency students, attained the higher rate correct; however, the low consistency students also achieved the higher incorrect rate. The intensity main effect failed to reach significance, and there was no interaction indicated.