This paper presents further data on the Moss-Harlow Effect, together with some new theory, supporting the conclusion that younger subjects prefer novelty more than do older children. (Author)

Author attempted to relate research in the area of musical studies with Leon Kamin's research with animals. The experiment with human subjects set out to measure the presentation of auditory stimuli without punishment as an indication of memorization processes. (RK)

This study was designed to investigate the interacting effects of dimensional pre-training and set size on acquisition of a multiple discrimination involving letters of the alphabet. (Author)

Questions processes involved in physical matching task when stimuli are presented for duration short enough to prevent physical scanning. Research supported by U.S. Public Health Service. (DS)

Description of a study testing for retention of visual material identified as being familiar or unfamiliar to the subjects. (HB)

An attempt to isolate possible effects of the application of visual reminders on learning by TV. The underlying assumption was that learning by means of television and other visual media can be enhanced by methodically applying visual reminders. (Author)

Two major trends in the development of natural language concepts were found in the present study: (1) there was a clear indication that such concepts exist in a relatively fragmented form in young children; (2) young children showed a strong dependence on perceptual attributes in their definitions of concepts. (Author/CB)

In general, the large number of learners found in this study lends support to the assertion that children below five or six can learn problems requiring mediation. This suggests that their learning will have to be described by more complex models. (Author)

Purpose of this study was to test the hypothesis that training the student to note the distinctive features of a stimulus during perceptual learning facilities the hook-up phase in a paired-associate task. (Author)

Study is an investigation of the effects of an attention-focusing variable--spatial separation of central and incidental cues--and a cognitive strategy factor--verbal labeling of central cues--and their interaction on the incidental learning of Ss younger than those previously tested with these manipulations. (Authors)

Predictions for multidimensional generalization were derived from Hull-Spence learning theory, and an experiment is reported that was designed to test this aspect of the theory. Alternative to this analysis is presented in PS 502 062; authors respond in PS 502 063. (Authors/MB)

Research combined an experimental analysis of the cue properties of evaluative comments with a naturalistic account of the functions that such events serve in everyday interchanges. (Authors)