Results indicate that training in semantic awareness increased problem-solving ability for both analytic and synthetic problems. (Author)

Training was effective in producing acquisition and generalization of visual analogy strategies by 19 educable mildly retarded students (12-16 years old), but there was no evidence that cognitive style (reflection-impulsivity), either alone or in combination with the training program, affected acquisition or generalization. (Author/CL)

Tested the hypothesis that retarded children will increase their recall organization after semantic strategy training and that they will generalize their organizational behavior when given novel categories to learn. (Author/DB)

This booklet discusses the importance to adolescents and adults with mental retardation of learning how to respond correctly to the many variations in home, work, and community activities in order to be successful in integrated settings. The difficulties individuals with mental retardation have in generalizing skills learned in one situation to a…

A refinement of Hofmann's paradigm for conservation training is proposed. It is suggested that a delayed learning task be utilized for assessing generalization. This, it is argued, would be also be a more preferable measure of whether or not new cognitive structures have been acquired. (Editor)

Assesses the relative effects of manipulation of antecedent stimulus conditions and subsequent reinforcement contingencies on imitative and nonimitative behavior. Fading (a form of antecedent conditions manipulation) was highly effective in establishing stimulus control of imitative and non imitative responding. Reinforcement of non imitative…

Discusses learning instruments, which give people a way of examining their behavior within a systematic framework of theory which can be directly translated into practice. (Author)

Rotter's social learning theory is applied to the learned helplessness paradigm, and is used to analyze (1) expectancy change processes occurring during helplessness training and (2) the generalization of those changes to other situations. Literature on individual and situational differences is also reviewed. (Author/SS)

A reminding-based generalization view of category learning was studied in 4 experiments involving a total of 247 college students. Experiments demonstrated that categorization by reminding can affect what is learned about the category and later categorization performance. Implications of the results for category learning are discussed. (SLD)

Recent studies involving nonlinear discrimination problems suggest that stimuli in human associative learning are represented configurally with narrow generalization, such that presentation of stimuli that are even slightly dissimilar to stored configurations weakly activate these configurations. The authors note that another well-known set of…

The paper describes evolution of an approach to teaching mathematically disabled and slow learning students through a Piagetian framework. It is explained that a step-by-step procedure is used to internalize material actions into mental actions via perception and verbalization. Formulae are introduced early, and emphasis is placed on promoting…

The effect of general and specific cues on learning information from graphs is analyzed. The study shows that the use of cues influenced the amount of information learned, with variations according to type and placement of cues. (JMF)

Generalization of habituation along a form dimension was investigated with 12 nonambulatory, profoundly mentally retarded children. Fixation times decreased over habituation trials and increased during test trials. No differences in fixation times to test stimuli were found in the group data, and analyses of individual subject data indicated that…