Investigated young children's (N=20) comprehension of sentences containing one or more markers using three tasks in two experiments. Results suggested that children's comprehension of sentential number is aided by redundancy of information involving different syntactic markers, but not by mere repetition of the same maker. (JAC)

Fifteen mentally retarded students (8-11 years old) who participated in interpersonal problem solving skills training that focused on such areas as language, cue sensitivity, empathy, and integrating skills demonstrated a significant increase in interpersonal problem solving behavior compared to a control group. (CL)

Two experiments investigated the possibility that normal children (sixteen 6- to 7-year-olds) and retarded children (sixteen 9- to 10-year-olds) equated for immediate memory performance may not use effective strategies to eliminate interference from irrelevant information in memory. (Author/JH)

The delay and magnitude of reward cues were independently varied to investigate whether children's delay of gratification choices were attributable to (1) the magnitude of reward cue, and/or (2) discriminative stimulus properties of the delay cue. (Author/SB)

A verbal reinforcer and two nonverbal immediacy cues, eye contact and body lean, were manipulated by an E under far and close conditions of interpersonal distance in a projective testing situation. As hypothesized, significant increases in the dependent measure, the number of thematic responses, were found for the verbal cue at both interaction…

The present study is concerned with the retention of single-cue probability learning (SPL) tasks with scaled cue and criterion varibles. (Author)

Study involved the presentation of three lists of consistent words and three lists of inconsistent words to first graders. The purpose of this study was to investigate the effect of cues emphasized (visual, auditory, kinesthetic) and consistency (high, low) on the number of words learned. (Author)

A developmental study of the relation between apparent size and pictorial depth demonstrated the usefulness of operant techniques in establishing equivalent differential responding and interesting stimulus equivalence in adults, 9- and 3-year-olds. (Author/AJ)

To test the hypothesis that children learn concepts better through linguistic cues than through exemplars, 58 kindergarten children in four matched groups were taught four new concepts using different combinations of sentences and exemplars. Neither main effect, variety of exemplars, nor level of linguistic context was significant. However, a…

Two experiments show that response to explicit dimensions is not crucial to the change from easier nonreversal to easier reversal shifts during overlearning in grammar school children ages 7, 8, and 9. (WY)

Verbal pretraining aided both single-problem discrimination and learning-set performance, while single-problem mastery manipulations had no significant effect. These results support the theory of acquired distinctiveness of cues. (MH)