An investigation is presented of the degree to which learning sets were developed during formation of twenty successive concepts. (Author)

Appropriate namings and selections of four focal hues and eight intermediate hues, and relationships between them, increase with the age of 3, 4 and 5-year-old nursery school children. (Author)

One hundred and two subjects were given three verbal concept acquisition tasks. Repression, High defensiveness, and low psychoastenia were found to be significantly associated with high acquisition scores. (Author/KM)

The purpose of this experiment was to see if there would be a conditioning of evaluative meaning effect when a procedure was used that reduced contingency and demand awareness. The results lend support to Staats' conditioning of meaning and attitude theory. (Author/KM)

Resultant Achievement Motivation scores employed as predictors of performance under conditions of differing rates of informational feedback in a concept learning task were found to be positively related to learning in a 100 percent feedback condition. (Author/KM)

A list of 25 nouns containing five sets of five words beginning with a different initial letter was presented for five learning trials. Categorized lists were recalled better than uncategorized; free recall was better than cued. (Author/KM)

Forty participants who learned ten sentences and who were tested for recall and ability to generate new sentences demonstrated that the closer the sentence order was to natural language order, the better the recall and new sentence generation. (Author/KM)