The present study was designed to explore what subjects can and will do spontaneously in memory retrieval situations. Subjects were kindergarten, third grade and college students. (SB)

Confirms the hypothesis that meaningful verbal instruction will be most efficient when it proceeds from the general to the specific, from the superordinate to the subordinate. (RB)

Using a simple structure factor analysis of test data of 144 fourth grade children in Norway, second order factors interpreted to represent Broad Visualization, Speediness, Fluid, and Crystallized intelligence intercorrelated substantially, the correlation between Fluid and Crystallized intelligence being the highest. (Author/BW)

Study examined mother-child interaction characteristics in relation to the scholastic achievement of elementary students. Researchers videotaped mother-child interactions as they worked together on a project. Factor analysis of interaction variables indicated maternal verbal guidance was a significant predictor of scholastic achievement,…

The effects of imagery on children's learning of verbal materials is reviewed. Paired associate learning is emphasized, with some discussion of recall, recognition, visual discrimination and prose learning. Visual versus verbal images, elaborated versus unelaborated stimuli, induced images, and physical manipulation of learning materials are…

The false recognition procedure was used to determine the relative dominance of visual and verbal memory organization at two grade levels. The results indicated that visual encoding was predominant for first graders, but that both visual and verbal encoding occurred with fourth graders. (MS)

Examines the differential efficacy, maintenance, and generalization effects of verbal self-instructional training on reading-disabled children. Types subjects by subculture (tribal versus nontribal) and cognitive stage (concrete versus formal operation). Finds that verbal self-instruction is effective for nontribals and children of formal…

The relationship of age and developmental differences to modeling and motor skill development were examined. Comparisons of the observational learning patterns of four- and five-year-old children and of seven- and eight-year-olds suggest that their physical and cognitive capacities call for different instructional strategies. (Author/PP)

Attempts to analyze the effects of advance organizers on an environmental education unit, assess retention of the instructional material one year later, and determine if changes in perceptions of a woodland occurred. (GA)

The purpose of this study was to determine whether children as young as second-graders could encode categorically within an abstract evaluative dimension. The study uses mode of stimulus presentation (auditory or visual) as an independent variable. The subjects were 40 white middle class children from grades 2, 4, and 6, who were randomly assigned…

An experiment investigated the effects of representational modes, presentation methods, and age on learning. Representation was in either iconic or symbolic verbal style, the verbal component was presented by either tape or booklet, and the pictorial component contrasted filmloops. Nine and eleven year old learners were exposed to a lesson on the…

The research literature on children's production of elaborations in associative learning tasks is reviewed, especially with respect to the questions of when children can produce elaborations under instruction, when they transfer elaborative strategy usage from one situation to another, and when they produce elaborative strategies spontaneously.…

Recall lists were presented to 40 black lower class and 40 white middle class children in this experiment. The purpose of the study was to examine a possible explanation of the relatively poor performance of black and lower class children on tasks requiring abstract learning abilities. It was reasoned that the threshold for the production of…

Free recall, cued recall, and clustering performance of fourth grade lower socioeconomic black and white children is studied under four conditions of teaching: random presentation, random presentation plus instruction, blocked presentation, and blocked presentation with instruction of categorically related list. Results indicate that both recall…