The effects of extraneous auditory stimulation on incidental learning in 27 normal (CA 6 years) and 27 retarded (CA 10 and 11 years) Ss was examined. (DB)

The present research was based on the premise that reading comprehension involves complex organizational strategies on the part of the reader, through which he detects meanings and interrelationships of the substantive material within the passage. (Author)

Experiment attempts to manipulate experimentally the degree of control present in children four years of age. (Author)

Results of these studies support the contention that with advancing years brain-damaged children of the type used in the present study may adapt to and/or recover from the dificit(s) involved in the inability to develop and maintain a state of readiness to respond. (Authors)

Study supported by a grant from the National Institute of Child Health and Human Development. (RS)

This experiment investigated performance on a reasoning task in which the subjects had to say which of four half-hidden cards they needed to see fully in order to determine the truth or falsity of a conditional sentence. (Authors)

Alternative analysis to study reported in PS 502 061. Rejoinder presented in PS 502 063. (MB)

Study was carried out to examine the feasibility of identifying by a short test whether or not any particular profoundly deaf school child uses a speech code in short-term memory for verbal material. (Author)

It was concluded that both social and vocal elements are necessary to stimulate a general increase in the number and length of consonant utterances, but there was no evidence that stimulation encouraged infants to imitate the consonant phonemes presented. (Author)