These results suggest that, for the purpose of measuring children's incidental learning, materials with integrated components such as color and shape are functionally different from stimuli with spatially independent components. (Authors)

Results demonstrate that the relationship between the structure of positive and negative instances within a learning series is also critical to concept learning when the concepts are presented in a nondimensioned way. (Authors/CB)

Paper calls attention to the extent of iconic information processing in young children and presents data on children's ability to recall iconic information. (Authors)

Results of this study indicate that a model who gives verbal cues increases learning by retardates over both model-only and no-model treatments. However, a model only condition failed to differ from a no-model treatment. (Authors)

Study was designed as a further test of the effect of: induced muscle tension (IMT) on the efficiency of acquisition of verbal material; IMT during training on the retention of verbal material; and IMT during recall on the recall of verbal material. (Authors/CB)

Experiments reported here confirm the finding that performance can actually improve as intradimensional variability increases. (Authors/MB)

Major purpose of the experiments was to use an instrumental response to study the form of semantic generalization gradients obtained following single-cue and discrimination training procedures. (Authors)

Results showed that instructions significantly increased recognition accuracy. (Author/MB)

Results were consistent with an increased emotionality or frustration interpretation. (Author)

For preschool teachers: nine stories," with instructions and diagrams. (SP)

Delivered as a lecture August 26, 1970 in Washington, D.C. (RS)

In English-Spanish bilingual children, the period from 5 to 6 years may be the transitional stage when the regulatory function is transferred from the nonspecific impulsive aspects to the specific elective significative aspects of language. (Editor)

Research supported in part by a Public Health Service Grant to the New School of Social Research and a National Science Foundation Grant to Stanford University. (VM)

The stimulus summation hypothesis predicts that the response strength of individual stimuli, when placed in combination, algebraically summate to produce a greater response strength than that of individual stimuli. (Author)