In this study on set illusion, control subjects (those having no experimental experiences) and experimental subjects (those being exposed to "setting" trials) were compared on various measures usually indicative of strength of set. (Editor/RK)

Degree of organization in presenting stimuli, and training through modeling versus guided practice, were studied on a dial-reading concept using 144 third or fifth graders. (ST)

The present study was conducted using two measures, reaction time and recognition, to assess the effects of pronounceability on encoding real words and nonwords. (Author/RK)

Results of this experiment show that the lists composed of high-frequency words were more difficult to learn than lists composed of low-frequency words at all stages, but these lists were not differentially forgotten. (Editor)

This study investigates the information processing requirements of paired associate task under the following conditions: imagery vs. rote instructions, low vs. high item imagery, and visual vs. aural reaction time signals. (Author)

Results indicated that the nature of a memory unit does not change with age, that memory improves with age, and that separate visual and verbal memories are operative in Ss in this age range. (Author)

Advocates value of visual literacy and recommends schools develop an image curriculum. Stressing perception, meaning and action. (DS)

Using basic learning theory the S-R behaviorial approach to the formation of attitudes defines an attitude in terms of a conditioned anticipatory implicit response to a stimulus object. Described in this study is a model used to investigate observational learning of attitudes in a laboratory situation. (SM)

Results clearly demonstrated the existence of perceptual sets in children under 4 years. The interpretation of findings suggests a process whereby the present method was successful in creating the mediating conditions necessary for a perceptual set. (Authors)

These results suggest that, for the purpose of measuring children's incidental learning, materials with integrated components such as color and shape are functionally different from stimuli with spatially independent components. (Authors)

Results demonstrate that the relationship between the structure of positive and negative instances within a learning series is also critical to concept learning when the concepts are presented in a nondimensioned way. (Authors/CB)