The effectiveness of sound as a reinforcer of manipulative responses was studied with 50 infants four to 12 months old. Noisy toys were manipulated significantly more frequently than quiet ones by infants from six to 10 months old. (Author/SEW)

Infants viewed two objects that bounced in synchrony with two percussion sounds in order to learn about the relationships between sound and object. Learning was revealed in two ways: in a search test and in a transfer test. (Author/DB)

Emphasizes attention to the sound of a poem in both teaching and writing poetry. Provides selected poems written by students and teachers. (JT)

Normal and learning disabled children were presented with visual and auditory items for free and cued recall. Deficits in semantically cued recall for children with one impaired modality originated at presentation time, perhaps because of separate pathways linking the auditory and visual modalities to the semantic system. (Author/RD)

Dichotic listening and bisensory memory skills were investigated in 72 male middle-class second-grade and 72 fourth-grade readers who were classified according to the Boder system, which distinguishes among normal and three types of dyslexic readers: dysphonetic (auditory dyslexic), dyseidetic (visual dyslexic), and alexic (combined). (Author/SBH)

Emphasizes the oral aspect of language and the writing skills children gain from hearing literature read aloud. (SB)

These experiments allow a comparison between visual and auditory presentation per se: Will it be easier to identify "red" as relevant given a geometric design or its verbal description? Suggests that visual presentation confers one advantage: allows the formation of a nonverbal code in addition to a verbal description. (Author/RK)

A total of 120 children (aged 5, 9 and 11 years old) performed a spatial recall task utilizing either visual or auditory items. Results showed that visual recall was significantly superior to auditory recall at all age levels and all serial positions regardless of cue modality. (Author/JMB)

Discusses humorous incidences of translating an idiom from one language literally into another. Notes that words with a similar look or sound in English and the target language, or within the target language, cause confusion. (Author/CK)

Discusses two auditory comprehension studies that investigated the role of focus, as conveyed by a pitch accent, in the comprehension of relative clauses preceded by a complex noun phrase. Findings include focus attracts modifiers, and pitch accents for new phrases differ acoustically from pitch accents for contrastive phrases. (46 references)…

Describes the cross-modal semantic priming paradigm, including its underlying rationale and the different tasks with which it is combined. Introduces the type of stimuli used and the dependent and independent variables typically manipulated; discusses the paradigm's main advantages and drawbacks; and considers its most important areas of…

The study sought to evaluate open-set word recognition in 54 French, English, and German patients using 5 different kinds of cochlear implants. Three experiments assessed their word recognition in word lists and sentences, environmental sound perception, and gap detection. (Author/JDD)

Presents a psycholinguistic experiment focusing on whether common phonological alterations play a role in native speakers' perceptions of whether two words share a morpheme. Results indicate they are a significant factor in speakers' perceptions of morphemic relatedness. These findings show that phonological generalizations are psychologically…

Four experiments with 36 infants studied how children organize objects categorically in the absence of input. Outcomes were not consistent with the predictions of bias accounts and considerably weaken the case for a psychologically real noun-bias prior to the vocabulary explosion. Findings are more consistent with children's use of information as…

Brainstem, middle-latency, and long-latency auditory-evoked potentials and visual-evoked potentials were recorded for 66 individuals (ages 9-19) in the following comparison groups: cultural-familial mentally retarded, organically mentally retarded, and nonretarded. Target stimuli were evaluated more slowly by both groups with mental retardation.…