Preschool, first-grade, and fifth-grade children served as Ss in 2 experiments designed to test the developmental hypothesis that memorizing and perceiving are functionally undifferentiated for the young child, with deliberate memorization only gradually emerging as a separate and distinctive form of cognitive encounter with external data.…

Results support predictions from Trait-State Anxiety Theory that negative feedback constitutes a threat to self-esteem and thus is perceived as more threatening by high A-Trait than by low A-Trait subjects. (Author)

Evaluation of two components of transfer--response learning and associative learning--was accomplished by comparing the recall method with the multiple-choice method. (Author/CB)

The results provide evidence of remarkable consistency in both accuracy and manner of performance from first grade through college age levels. (Authors)

Experiment designed to collect further data related to the type of solution applied to the learning of a multiple-problem (ten) oddity discrimination. (Author)

The unit-sequence interference hypothesis predicts that sequences of high-frequency words should be forgotten faster than equivalent sequences of low-frequency words, because of opportunities for response competition that increase with word frequency. (Authors)

Methods used in the present study confirm that rejection latencies are a reliable index of certain strategies adopted in processing prose. (Author)

Findings lend support for further development of the Manikin Construction Task for the purpose of measuring specific conceptual knowledge at all ages. There is also support for its development as an intellectual screening instrument at the 3-year level. (Author)

Results indicates that awareness of the facilitative effect of categorization on recall increases with age, particularly during the early grade-school years. (Author)

It may be concluded that reflective and fast-accurate Ss differ from impulsive Ss of the same grade in the strategies used to solve problems. These strategy differences may or may not lead to more efficient performance, depending on the structure of the task, but they are indicative of different levels of cognitive development. (Author)

It is suggested that field dependents have more difficulty than field independents in giving up reliance on a formerly relevant cue. (Authors/CB)

Pattern of results is discussed in terms of the conceptualization that imitation required both that the observer (1) has acquired and retained the model's responses and (2) has been placed in circumstances which favor activating this learning into overt performance. (Authors)

The similarity match took longer than the identity match, and the difference in latency increased as the number of lines in the pattern increased. (Author)

Study concerned with the question of why older children remember more in categorized free recall. (Authors/MB)

This article examines work performance and incentive plans in three companies in an effort to identify the socioeconomic conditions and influences responsible for their difficulties in improving work performance. (Editor)