A discussion of how pictures are integrated into language instruction. (HB)

Confirmed the hypothesis that those in the three-dimensional instructional group would make fewer confusion errors that those in the two-dimensional instructional group on a transfer task in reading. (RB)

To investigate human visual identification of different-sized objects as identically shaped, matching reaction times were measured for pairs of simultaneously presented random figures. (Editor)

Studies employing schematic faces of three features explored the role of the left hemisphere as an analytic processor in difficult discriminations and the role of the right hemisphere in easy gestalt matches. (Editor)

This paper presents a summary of the findings of the Color Meaning Test I (CMT I), descriptions of the revised Color Meaning Test II (CMT II), and a discussion of the theories of the development of color and racial bias in young children. CMT II data are reported on 160 Euro-American and 160 Afro-American children, ages 40 to 91 months. (Author/CS)

Children from kindergarten, second, and fifth grade were verbally presented a passage containing an equal number of idea units which were relevant versus irrelevant to the main theme of a story. For all grade levels, relevant idea units were recalled to a greater extent than idea units irrelevant to the main theme. (CS)

Presents two experiments which measured latencies in a picture-word interference task to assess semantic processing. Results suggest that picture-word interference is partly semantically based and that children and adults experience an equivalent amount of semantic interference. (Author/SDH)

An investigation of memory development using nonmetric multidimensional scaling. Judgments of similarities between complex objects were obtained from 5-year-olds and adults under two conditions: (1) when objects were simultaneously present at the time of comparison, and (2) when the objects were not simultaneously present and had to be compared on…

Two experiments on the translation of verbal expressions into mathematical expressions are described. The author concludes that the usual way of training students to solve arithmetic word problems is inadequate. (SD)

In two experiments, subjects were given five successive short-term memory tests. The findings suggested spatial location as a potential encoding dimension of verbal material. (Editor/RK)

Study supported by grant HD-00879 from the National Institute of Child Health and Human Development, and presented in part at the Society for Research and Child Development meeting, 1966.

Study supported in part by a grant from the Research Council of the University of Massachusetts.