Discusses two experiments into a subject's "Different" reaction time in judging whether two test instances are members of the same semantic category. (Author/RM)

Study conducted while the author was the recipient of a National Institute of Mental Health Postdoctoral Fellowship and supported, in part, by an Office of Education Research Grant. (VM)

In a study using preschool and elementary school children, the children's judgments of whether brief stories described valid instances of a concept shifted in a manner consistent with the authors' hypothesis that meanings typically develop from representations in which characteristic features predominate to those in which defining features become…

Expanded version of a talk presented at the meeting of the Eastern Verbal Investigators League, Brandeis University, May 1, 1971. (VM)

Four versions of several paragraphs had the same second sentence and were referentially coherent, but they differed in causal relatedness of the two sentences. Results showed that despite referential coherence, recognition and recall memory for the causes was poorest for the most and least related causes and best for causes of intermediate…

Results of a study indicated that adults reading for retention spent more time focusing on syntactic structure, while those reading for immediate comprehension focused more of their time on semantic content. However, the children (fifth graders) used reading strategies that involved mixtures of both of the adult components. (SL)