Results of these studies support the contention that with advancing years brain-damaged children of the type used in the present study may adapt to and/or recover from the dificit(s) involved in the inability to develop and maintain a state of readiness to respond. (Authors)

Study supported by a grant from the National Institute of Child Health and Human Development. (RS)

This experiment investigated performance on a reasoning task in which the subjects had to say which of four half-hidden cards they needed to see fully in order to determine the truth or falsity of a conditional sentence. (Authors)

Alternative analysis to study reported in PS 502 061. Rejoinder presented in PS 502 063. (MB)

Study was carried out to examine the feasibility of identifying by a short test whether or not any particular profoundly deaf school child uses a speech code in short-term memory for verbal material. (Author)

It was concluded that both social and vocal elements are necessary to stimulate a general increase in the number and length of consonant utterances, but there was no evidence that stimulation encouraged infants to imitate the consonant phonemes presented. (Author)

Of interest in the present experiment was the demonstration of the immediate direct effect of anticipation interval: the performance advantage of a chaining-paradigm group over a nonchaining-paradigm group was lost completely when the anticipation interval dropped from 4 seconds to 1 second. (Authors)

It was concluded that pictures are encoded differently depending on task expectation. Parallel access of visual and semantic memory codes occurs; but when recognition is expected, a visual cue provides faster access, and when expecting recall, verbal access is more efficient. (Author)

Purpose of this study was to test the adequacy of the serial habituation hypothesis as an account of the infant's perceptual commerce with visual stimuli. (Author)

Results indicate that the auditory stimulation in no way affected task performance. Author argues that great amounts of money should not be spent by either schools or parents in order to eliminate moderate amounts of noise from a child's academic environment. (Author/CB)