The Personalizing Educational Prescriptions (PEP) Project has two main objectives: (1) the improvement of the diagnostic process with emphasis on the development of personalized educational prescriptions for all pupils; and (2) the improvement and expansion of multimedia services for all pupils. This report describes project goals, approaches, and…

Looking times of 36 children were recorded during subject-controlled presentation of slides in order to determine whether the existence of simple categories in 3-year-olds can be inferred from habituation data, and to determine any sex differences in conceptual generalization of habituation. Habituation was demonstrated over repeated presentation…

This study examined the effect of reading ability and frequency of object association on picture-verification latency in a group of 40 fifth graders. Subjects received sets of two slides each, the first of which was a sentence in which the subject and object were in either frequent or infrequent association. When the children had read and had…

Studies of second language acquisition have concentrated primarily on the speech production of their subjects. This article discusses the relationship between speech directed to the learner and his speech production. (Author/KM)

The performance of 132 pre- and primary school children on a Bender-Gestalt copying task was compared with that of a multiple choice version. Significant correlation coefficients were obtained between the copying and recognition scores. The multiple choice version was also as successful as the copying test in predicting reading achievement scores.…

Four experiments are reported in which relations of semantic distance to response latencies in similarity judgments, to reaction times in a same-different classification task, and to proximity of recall in a free recall task were investigated. (Author/RM)

Kindergarten children were administered a paired-associate learning task at the beginning and end of the school-year, under either regular (control) or self-generated visual imagery instructions. Age predicted performance in the imagery but not in the control condition. Results supported the developmental imagery hypothesis. (Author/RD)

Vocalization latencies of young readers were a function of set size, number of syllables, and stimulus material. Differences between skilled and less skilled readers were absent for naming colors, digits, and pictures, but present for words; differences increased with number of syllables (and letters). Reading skill and decoding are discussed.…

Good, normal, and poor third grade readers were required to read easy, moderate, and difficult one-syllable nouns under three conditions: control condition with no pictures, identifying-picture condition, and unrelated-picture condition. Reading performance of poor readers was influenced by pictures under all conditions. Individual differences…

Investigations of the effects of visual imagery and pictorial stimuli on young children's oral prose learning indicated: (1) age differences affect the ability to profit from self-generated imagery; (2) experimenter-provided cues help to generate imagery; and (3) the type of cue provided relates to the kind of information recalled. (Author/GDC)

Using a forced-choice matching-to-sample procedure five factors were varied: position of phoneme; contrast between words; type of phoneme; redundant visual cue; and allophonic variation. Performance improved significantly after four days of training for all but allophonic variation. Redundant visual cue greatly improved performance during training…

Children aged 6 through 9 made drawings of cubes and simple abstract designs, with or without looking at their hand. Copying errors and differences between the age groups were discussed in terms of visual realism (perspective drawing) compared with intellectual realism (structural essentials copied without a unified perspective view). (CTM)

Children read sets of words under three conditions: with no pictures, with related pictures, and with unrelated pictures. Results indicated that words were read more slowly whenever pictures were present; that unrelated pictures produced more interference than related pictures; and that both effects were inversely related to reading ability.…

Three forms of a symbol-digit substitution task were administered to 62 female and 96 male college students. Results support the theory that the superior performance of women over men on the Digit-Symbol Substituion subtest of the Wechsler scales is due to their greater ability to encode symbols verbally. (Author/JAC)