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Peer reviewedHall, James W.; Halperin, Marcia S. – Developmental Psychology, 1972
The present study tested the feasibility of using a purely verbal recognition-memory procedure with young children and examined the role of verbal associations in the memory encoding of such children. (Author)
Descriptors: Associative Learning, Data Analysis, Memory, Pattern Recognition
Ahlbrand, William P., Jr.; Hudgins, Bryce B. – Psychol Sch, 1970
Results indicate that pupils who frequently contribute verbally in the classroom are sociometrically visible as well. However, whether participating in class causes a pupil to gain sociometric credits or whether it is the status of the pupil that causes him to be more vocal cannot be answered at this point. (Author)
Descriptors: Class Activities, Classroom Communication, Group Status, Peer Relationship
Peer reviewedLocke, Bill J.; Strayer, Douglas W. – American Journal of Mental Deficiency, 1971
Descriptors: Behavior Change, Exceptional Child Research, Group Discussion, Mental Retardation
Peer reviewedNamenek, Andre A.; Schuldt, W. John – Journal of Counseling Psychology, 1971
Subjects were given a set emphasizing the importance of facilitative conditions or one in which no specific mention was made of the conditions. Although learning was not clearly demonstrated, the results indicated that the experimenters high in facilitative conditions elicited a greater percentage of the response class than did experimenters low…
Descriptors: Counseling Effectiveness, Counselor Characteristics, Empathy, Responses
Parker, Herbert S. – New Campus, 1971
Descriptors: Business Skills, Community Cooperation, On the Job Training, Verbal Communication
Ager, Merlin – J Teacher Educ, 1970
Descriptors: Achievement Rating, Dogmatism, Opinions, Student Teachers
Peer reviewedHiller, Jack H. – American Educational Research Journal, 1971
Descriptors: College Students, Concept Formation, Lecture Method, Patterned Responses
Boyd, Robert E. – J Counseling Psychol, 1970
Recorded interview results were rated using the Hill Interaction Matrix. The findings indicated that while A and B counselors generated the same type of verbal interview content, B clients produced interviews containing more speculative, confrontive, challenging, and personally thought provoking statements than A clients. These results support the…
Descriptors: Counselor Characteristics, Counselor Performance, Interaction Process Analysis, Interpersonal Relationship
Peer reviewedStones, E. – British Journal of Educational Psychology, 1970
Descriptors: Concept Formation, Elementary School Students, Primary Education, Task Performance
Sternberg, Y. – Educ Rev, 1970
Descriptors: Classification, Communication (Thought Transfer), Comparative Analysis, Disadvantaged
Malloy, Thomas E. – J Exp Psychol, 1970
Descriptors: Attention, Hypothesis Testing, Responses, Stimulus Generalization
Granowsky, Seena; Krossner, William J. – J Exp Educ, 1970
Descriptors: Language Acquisition, Language Patterns, Preschool Teachers, Sentence Structure
Peer reviewedCole, C. Maureen; And Others – Sex Roles: A Journal of Research, 1983
Six experiments investigated whether the pronoun "he," when used generically, may lead individuals to think more often of male referents. While no support was found for a pure pronoun effect, some evidence was found for a masculine bias when the word "man" was combined with "he." (Author/MJL)
Descriptors: Females, Language Usage, Males, Masculinity
Peer reviewedMorocco, Catherine Cobb – Early Child Development and Care, 1983
Analyzes conversations between one mother and her 22-month-old child, describing sequences the pair used in clarifying each other's focus of attention and in instructing and learning about concepts and motor skills. Results highlight the importance of the intensive learning environment provided by home conversations. (RH)
Descriptors: Communication Skills, Infant Behavior, Infants, Instruction
Peer reviewedFeldstein, Stanley; And Others – Journal of Communication Disorders, 1982
Analysis of interactions between 12 autistic persons (14 to 20 years old) and their parents and the autistic Ss and experimenters revealed that autistic Ss did not achieve synchronous time patterns of interaction in their conversations. Patterns of interpersonal and intrapersonal pauses were different for conversations with parents and…
Descriptors: Adolescents, Autism, Communication Skills, Interaction
