Twenty educable or trainable retarded adolescents and adults in three sheltered workshops, who worked either 1 or 3 hours per day for 10 days under a no-external reinforcement condition, assembled a 14-piece bicycle brake. (Author/MC)

Assuming schools have the responsibility to provide an atmosphere in which students may develop desirable attitudes, extracurricular task experiences may be means to an end. This proposition is investigated by study of effects of play production task experiences on student attitudes. (Author/JN)

In these studies, authors sought to examine the role of mode of presentation in a verbal learning task, within the context of age-grade differences in two social groups. (Authors/CB)

A discussion of research on the use of the task analysis procedures by both content specialists and instructional psychologists in instructional design. (HB)

A new conceptual view of organizational structure is presented, which integrates the two implicit views of structure found in the literature. In addition, some unique measures of a person's position in the organizational structure are shown. (Author)

Findings showed that the different conditions of acquisition produce equivalent long-term retention. (Author/MB)

The addition in this study of both identical and similar test items did not influence the ability to recognize recurring characters. (Authors)

Results showed that both groups of children used a sequential rather than a logical order as a guide in answering questions, and that there was no indication that sighted children used a strategy of spatial coding. (Authors)

In the present study, the authors collected data that would help resolve the controversey between developmental and defect theorists of mental retardation. (Authors/RY)

This paper presents: (1) an extension of comparison theory to behavior in the elementary classroom; (2) a description of interaction methodology used to determine the occurrence of comparison behavior; and (3) summaries of three studies which test various theoretical implications about the nature of comparison behavior in the classroom. (CK)

Suggests specific ways in which the classroom teacher can teach to a child's perceptual and instructional weakness through his strengths. Notes that the goal is to provide instruction in the subject area, not just in perceptual skills. Bibliography. (RW)