Rejoinder to PS 502 062 which in turn is an alternative analysis of authors' study presented in PS 502 061. (MB)

Uses an innocuous tone as the imperative stimulus, or unconditioned stimulus, as in a forewarned reaction time situation but with no overt response required. Evidence of conditioning and generalization to words is obtained. (Editor/RK)

Critique of Crothers and Suppes' Experiments in Second Language Learning,'' New York: Academic Press, 1967. Revised version of lecture presented to the Applied Linguistics section of the Modern Language Association, New York, New York, December 1970. (RS)

The nature of stimulus and response generalization is discussed, and a number of tasks related to generalization that are commonly taught in early childhood programs are identified. Research evidence concerning generalization is reported, as are recommendations for enhancing generalization. (Author/LB)

This study was designed to investigate response-class phenomena and the possibility of indirect contingency control. A 3 1/2-year-old male was the subject for the study. (BD)

Working from a rationale derived from cognitive learning theory, this study was designed to investigate the extent to which the formation and modifiability of first impressions may be affected by the perceiver's tendency to associate the stimulus person with some other individual. Fifty subjects rated their initial attractions toward male and…

Three studies are reported which investigated the role of four variables in semantic generalization: Intentional versus Incidental learning instructions, associative and semantic relationships of the generalization stimuli (GSs) to the critical stimuli (CrSs), and rate of CrS presentation. (Author)

Curriculum development would be greatly aided if it could be demonstrated that certain instructional techniques have a generalization effect that encompasses several content settings. The evidence that transfer does occur within the learning process is strong enough to warrant this study into the generalization of science instruction. It was…

Alternative analysis to study reported in PS 502 061. Rejoinder presented in PS 502 063. (MB)

Discusses how to teach literature so that the student will most successfully retain and assimilate the information developed in the work. (RB)

Multiple examples of the "World's Worst Frame" are given. An analysis, using Guthrie's contiguity theory, is proposed to move programing beyond the world's worst frame. (Author)