In general, the large number of learners found in this study lends support to the assertion that children below five or six can learn problems requiring mediation. This suggests that their learning will have to be described by more complex models. (Author)

Purpose of this study was to test the hypothesis that training the student to note the distinctive features of a stimulus during perceptual learning facilities the hook-up phase in a paired-associate task. (Author)

Study is an investigation of the effects of an attention-focusing variable--spatial separation of central and incidental cues--and a cognitive strategy factor--verbal labeling of central cues--and their interaction on the incidental learning of Ss younger than those previously tested with these manipulations. (Authors)

Predictions for multidimensional generalization were derived from Hull-Spence learning theory, and an experiment is reported that was designed to test this aspect of the theory. Alternative to this analysis is presented in PS 502 062; authors respond in PS 502 063. (Authors/MB)

Research combined an experimental analysis of the cue properties of evaluative comments with a naturalistic account of the functions that such events serve in everyday interchanges. (Authors)

Reviews a large number of studies of eye movement. Bibliography appended. (LS)

The ability of children of 3-5 years to acquire mediated solutions to conceptual problems and to execute rapid reversal shifts within these concepts suggests that their problem solving capacity is not necessarily limited to simple associative responses. (Authors)

Heart rate indexes of reaction time (RT) were investigated in male college students. (Author)