Modeling was shown to be a more rapid modification procedure than was shaping, and the interaction levels produced through modeling, with or without the addition of shaping, were more stable over time. (Authors)

Results are consistent with the hypothesis that sequential memory is dependent upon the availability of a verbal memory code. (Authors)

Study investigated whether visual serial search time for letters differed significantly from visual serial search time for numbers. (Author/MB)

To the authors' knowledge, this is the first demonstration that from observation alone, unaided by other means of conveying information, a concept can be retained and generalized to novel stimuli after a substantial elapse of time. (Authors/MB)

It was concluded that developmental differences in focusing are related to developmental differences in reflection-impulsivity. (Author)

Results indicated that verb emission increased significantly across time for experimental group subjects as compared with control groups subjects when the operant level procedure was omitted. (Author)

Study found that auditory experience has an indirect influence on rhythm perception, but auditory involvement during the task does not. (Authors/MB)

Both acquisition and retention were better when the hierarchy was learned graphically rather than as a list of associations, although the effect was greater on acquisition than on retention. (Authors)

Results suggest that, in general, low scorers on the aptitude measures (low-efficiency listeners) performed better when the material was presented at a normal rate or read and when not required to take notes. (Author/MB)

It was observed that whereas in the average IQ level, the high-SES sample did better than the low-SES sample in short-term memory, this was reversed in the low IQ level. (Authors)

Executive competence is defined as the child's ability to initiate and sustain locomotor, manipulative, and visually regarding activities at a given level of complexity and intensity, and with a given degree of self-sufficiency. (Author)

Results show that the most efficient way to learn a series of lists is to form a new interactive image for each new response to a given stimulus, but the most efficient way to retain the lists is to repeat the previous response items while each new list is being learned. (Author)