A battery of tests requiring sequential responses, including WISC Digit Span, WISC Picture Arrangement, ITPA Digits, and ITPA Visual Motor Sequencing, was administered to 114 children. Fifty-seven children ranging in age from 6.6 to 13.7 years were clients referred to a reading clinic for diagnosis of reading difficulties; the other 57 were…

Tenth grade biology students were randomly assigned to three groups of 36 students each. Each group was presented with the same learning materials. The material was in a printed format for one group, one group was read the material, and the third read the material while it was read to them. All groups were given a printed retention test, and, when…

The combined theories of cue summation and stimulus generalization provide the theoretical model for this study. First, the study attempted to determine if supplementing a theoretical presentation of rhetorical principles with printed, audio, and audiovisual speech models would contribute to a significant increase in learning as evidence by…

This study investigated two methods for establishing a systematic, selective, attending strategy in a memory task for children. One method was direct training of a specific strategy, employing instructions, fading, modeling, and prompts to direct the child's attention to the relevant features and to organize systematic looking behavior. The second…

To investigate the effects of cued speech on speech reception (speechreading), cued and non-cued phrases and sentences were presented at normal and slow rates, with and without hearing aids, to eight profoundly deaf 8- to 12-year-old subjects who had been tested the previous year. (Author/LS)

Good and poor readers' visual and auditory memory were tested. No group differences existed for single mode presentation in recognition frequency or latency. With multimodal presentation, good readers had faster latencies. Dual coding and self-terminating memory search hypotheses were supported. Implications for the reading process and reading…

Two experiments used the sentence-picture verification paradigm to study encoding and comparison processes with spatial information. Subjects decided whether a spatial description of a geometric figure matched a second figure. Three critical results demonstrated that task-specific variables could be the primary determinants of how subjects verify…

Children learned two linear function rules under varying conditions: presence vs. absence of pointing; visual cues (context vs. weight vs. both pictured); and a verbal-only baseline condition. A complex rule was learned as a transfer task. Visual cues aided both learning and transfer; pointing helped initial learning, but retarded transfer.…

Voluntary Visual Attention concerns "natural" viewing behavior or visual browsing when the subject is under no constraints regarding the distribution of attention. A general overview of this area of psychological investigation is presented. (Author/JKS)

The effects of positive reinforcement on an 8-year-old partially sighted girl's visual academic performance were assessed, using a multiple baseline design that involved tasks of matching and of counting number sets. (Author/DLS)

Preschool children between 3 and 5 1/2 years of age participated in a learning task in which a conditional relational problem was presented in either a blocked or random series. Prior training on the components of the task was also varied. (BD)

Seventy two first, second and third grade boys and girls were administered seriation problems involving different combinations of shape and color variation. Success rates and latency scores were influenced by shape variation, but not by color variation or grade level. (BD)

Investigates the mechanisms of human visual perception by using computer generated displays. Introduces several experiments and demonstrations. (YP)

Examined the stability of two aspects of infant visual attention derived from the paired-comparison procedure in infants tested at 6, 7, and 8 months of age. The two aspects were novelty preference and exposure time. Suggests that both novelty and exposure-time scores reflect moderately stable but independent characteristics of infant behavior.…