The role of subject verbalization in the generalization of verbal-nonverbal correspondence was investigated in 12 kindergarten children who underwent either correspondence training (subject verbalization) or performing a behavior verbalized by the experimenter. Pupils who received correspondence training demonstrated greater generalization.…

In response to Whitman, "Self-Regulation and Mental Retardation" (EC 222 812), the author suggests that model weaknesses include its emphasis on language and cognitive processes, the questionable validity of the effectiveness of self-instruction techniques with lower functioning persons, and the mixed evidence for training generalization…

The author answers responses (EC 222 813-814) to his paper, "Self-Regulation and Mental Retardation" (EC 222 812). Research is encouraged into questions concerning the extent complex and independent adaptive behaviors can be taught to the retarded and the comparative effectiveness of verbal mediators or alternative approaches in…