Facility in shifting between familiar schemata in a listening comprehension task was examined in children from the third and sixth grades. Analyses of free recall and interview responses showed deficiencies in children's cognitive monitoring of the prose-schema interaction. (Author/CI)

A reliable measure of children's skills in discriminating intention cues was developed to test the hypothesis that such skills are related to social competence. The instrument was administered to 176 kindergarten, second-grade, and fourth-grade children who were identified as being popular, average, socially rejected, or socially neglected.…

Data of several experiments described strongly suggest that generalized imitation as studied under successive-discrimination procedures is largely a function of the particular priming procedures used to generate the imitative behavior. (JH)

This report describes the outcomes of a 3-year project that investigated the effectiveness of mnemonic instruction of secondary students with learning disabilities. Classroom-based mnemonic instruction was implemented in junior-high school self-contained classrooms. The report first presents theoretical and empirical support for mnemonic…

Beginning with a series of interactive exercises, this book leads readers through the thinking processes and linguistic systems that students use to build their understanding of text. Through a review of these systems, the book then shows how to assess students' reading ability. It then presents an easy-to-use, step-by-step diagnostic procedure,…

These experiments contrasted recognition with cued recall. It was learned that cued recall was consistently better for idioms than for phrases. (Author/RK)

Second-grade children were trained on an optional shift task in order to assess the relation between the amount of overtraining and (a) the type of shift executed by Ss, and (b) the breadth of learning. (Editor)

Retention effects of retrieval practice and of predictability of recall delay were investigated in 2 experiments. (Editor)

Considered the interaction between job and motivation factors and the relation of attribution theory and role theory. (Author/RK)

The purpose of the present research was to investigate whether people in fact encode general terms on the basis of the properties of particular instances. (Author)

Results indicated that instruction by an experimenter using modeling procedures had a significant effect on Mexican-American six-year-old's production of causal questions, and that this behavior generalized to new stimuli without significant loss. (Authors)

Authors emphasize the importance of investigating the effects of task variables on multiple dependent measures at various age levels and points in time. (Authors/CB)

Ratings over five repeated measures and a two week follow-up indicated that color preferences shifted markedly, yielding the expected interaction. The racial implications of these findings are discussed. (Authors)

Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)

It is suggested that field dependents have more difficulty than field independents in giving up reliance on a formerly relevant cue. (Authors/CB)