Vocal reaction time of 16 hearing and 25 hearing impaired children (7-14 years old) in response to visually presented stimuli was measured in four tasks. Differences between normal and hearing impaired increased systematically with the phonetic complexity of the task. Hearing level and latency in the counting responses were major predictors of…

Thirty hearing impaired students (11-14 years old) participated in a study to measure classification principles using demonstration or display of labels containing relevant words or iconic signs. Three methods of teaching classificatory principles were employed: demonstration, verbal labels, or iconic labels. Analysis of mistakes made by Ss…

Generalization of four retarded children's (five to eight years old) object naming responses to stimuli in the natural environment was assessed after training with either objects or pictures. Generalization was typically greater after training with objects. In a second experiment, an alternating procedure resulted in substantial increases in…

Examines the association between young children's analogical reasoning ability and their mathematical learning. Records and analyzes children's nonverbal behaviors and their private and social speech. Concludes that analogical reasoning is significantly related to mathematical learning and children's scores on the measure of mathematical learning,…

Partial pictures facilitated performance when presented with verbal information, but not when presented with the test questions. Sentence repetition facilitated performance only on questions presumed to reflect relatively shallow information processing. (Author/STS)

Two groups of children (ages 8 and 12) with reading disabilities and verbal deficits were given a memory-for-colors task designed to evaluate intra- and intermodal serial memory functioning. Results suggest developmental differences in relative influence of specific modalities in immediate memory functions, but emphasize intramodal verbal factors…

Twenty-four students (9 to 13 years old) were questioned about the metaphoric content of poetry, paintings, and dance. Interviews dealing with poetry were briefer and less animated than those dealing with paintings, suggesting that improving the capacity to understand metaphor in reading materials is a desirable goal. (CL)

A total of 336 second, fourth, and sixth graders were tested to determine whether the older children automatically attached verbal labels to pictures during paired-associate learning. The author questions whether such labeling necessarily facilitates item learning or associative learning. (JMB)

Investigated was the development of the process whereby 63 deaf children (9-14 years old) attended to the orthographic structure of tachistoscopically presented verbal materials. (Author/DB)

Studies involving 30 learning-disabled elementary students support the contention that reading comprehension difficulties among learning-disabled children are partly due to inefficient memorization strategies, and demonstrate the efficacy of practical, cost-effective mnemonic training procedures which significantly increase reading comprehension…

The present study was designed to explore what subjects can and will do spontaneously in memory retrieval situations. Subjects were kindergarten, third grade and college students. (SB)

Circumscribed interests are a fascinating and an understudied phenomenon in some individuals with autism spectrum disorders (ASD). Research in this area is likely to contribute to our understanding of ASDs and to advancing developmental knowledge on learning processes used to adapt to the demands of everyday social life. This study reports on a…

A group of 73 normal children (ages 8 to 10) was compared to 49 age-matched developmentally dyslexic children of average intelligence on the California Verbal Learning Test for Children (CVLT-C), to determine if reading disability was associated with impaired verbal memory. Dyslexics differed significantly from controls on 9 of the 12 CVLT-C…

Experiments showed that in verbal discrimination learning imaging the referent of the correct item was more facilitative than vocalizing the correct item, as long as the imagery structure was executed in the company of relevant motor activity. No difference between the two strategies was found in pictorial discrimination learning. (Author/BJG)