This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were…

An intervening variable between perceptual deficits and academic learning--verbal mediation processes--is explored. Research reviewed, primarily that of A. Luria, leads to the conclusion that verbal mediational processes can compensate for perceptual learning process deficits. Relevant teaching applications are discussed. (Author)

In two experiments, differences were investigated between 21 gifted youths and comparison groups on paired-associate tasks involving meaningful and nonmeaningful words, reported use of spontaneously produced learning strategies, and degree to which learning strategies facilitated recall. Gifted youths outperformed age peers in recall and strategy…

Teaching exceptional children to use verbal cues to control nonverbal behaviors is suggested as a procedure for establishing adaptive behaviors and as a self-management strategy for ensuring generalization and maintenance of new responses. (Author/CL)

This study supported by a Public Health Service Research Grant, establishes "that discrimination reversal learning and transposition can be markedly facilitated by a common training procedure which is essentially perceptual in nature. (Author)

In two experiments, differences were investigated between youths (mean age 13 years) and comparison groups with respect to (1) performance on paired-associate tasks involving meaningful and nonmeaningful words, (2) reported use of spontaneously produced learning strategies, and (3) degree to which learning strategies facilitated recall. Under…

Twenty-three impulsive, high-active first graders were trained to verbally mediate responses on a multiple choice task. (Author/CL)

Investigated with 40 trainable mentally retarded children was the use of instructional modeling to teach visual and verbal mediation skills. (Author)

Reviews research on verbal labeling and shortTerm memory. (Author/WY)

Research supported by grants HD-01888 and HD-01136 from the National Institute of Child Health and Human Development, and grant No. GS-541 from the National Science Foundation.

Research supported by grant APA-178 from the National Research Council of Canada.