The purpose of this study was to contribute new information on the effect of stimulus presentation variables on sight-reading errors, in the hope that it might aid the development of more effective and efficient instructional designs. (Author)

Practical suggestions for the treatment of false cognates and makeshift or expedient translations in vocabulary instruction. (RS)

Results do not support Piaget's explanation of object conceptualization. (MB)

Grammatical sentences were easier to imitate than ungrammatical ones only when function words were included in the sentence; with function words absent, there was no significant difference. (Authors)

Suggests the level at which errors could be treated in sixth form physics (England) and then describes two design exercises in which rough estimations of errors are used in the making of design decisions. (Author/PR)

Results supported the hypothesis that bilinguals would make more errors in English than native speakers, and that English unilinguals would err more on German than on English pentagrams. (Author)

Article reveals that positive instance errors arose more often from memory deficits and from choice of irrelevant dimensions. Negative instance errors arose when interpreting information about present stimuli and the relevant dimension. (Author)

Paper presented at the Gesellschaft fur Angewandte Linguistik Conference in November 1969 in Stuttgart, West Germany. (RS)