The results provide evidence of remarkable consistency in both accuracy and manner of performance from first grade through college age levels. (Authors)

The most important result of this study was simply the illustration that the systematic analysis and experimental study of the learning of principles from text is possible. (Author)

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)

Results suggest that: understanding can be defined in terms of information stored; and traditional learning concepts and measures are inappropriate for investigating the important effects involved in reading and auding'' prose. (Author/CB)

The unit-sequence interference hypothesis predicts that sequences of high-frequency words should be forgotten faster than equivalent sequences of low-frequency words, because of opportunities for response competition that increase with word frequency. (Authors)

Methods used in the present study confirm that rejection latencies are a reliable index of certain strategies adopted in processing prose. (Author)

Children from 4 to 7 years of age were tested in a structured perceptual task in which haptic manipulation was available, but not required. The extent of haptic involvement with the stimulus material and its effect on performance in a perceptual recognition task was then determined. (Author/CB)

A Foster-Grandparent Program group received part-time mothering'' by elderly institutional aids for a period of up to more than 4 years. A control group resided in a similar institution which did not provide supplementary foster grandparent'' care. There was a significant difference in IQ in favor of the FGP children. (Author)

Recommends that one begin by ignoring the overall unemployment rate and concentrate on some particular groups with special problems in making employment policies. (DM)

Results are consistent with the assumption that subjects do not change functional stimuli because of the negative transfer produced by learning different responses to the same nominal stimuli. (Authors/CB)

Pattern of results is discussed in terms of the conceptualization that imitation required both that the observer (1) has acquired and retained the model's responses and (2) has been placed in circumstances which favor activating this learning into overt performance. (Authors)

Results suggest an age effect in which academic success at primary school is linked to stable extraversion, while success at university is associated with introversion. (Author)

As a result of the findings in the present study it seems reasonable to suggest that verbal ability tests (including reading tests) be used as screening devices for entering adult students. (Authors)

The similarity match took longer than the identity match, and the difference in latency increased as the number of lines in the pattern increased. (Author)

Imagery instructions facilitated the performance of sixth-, but not third-graders. (Authors)