The problem investigated was the relationship between cognitive category width and certain other cognitive and perceptual variables, with the intent of gaining additional insight into the effect which individual differences in cognitive conceptualization exert on certain other behaviors. Cognitive category width, defined as the score obtained on…

This paper presents a formulation of a constructivist perspective and shows how it is applicable to teacher education. (CM)

The effects of different degrees of stimulus organization on subsequent generalization were studied with 120 fourth-grade children. (BRT)

It is suggested that the majority of problematic assumptions in sport socialization research have occurred at the methodological level rather than at the theoretical level. In addition, a breakdown between theory and subsequent operationalization has occurred. A discussion of these issues is presented. (Author/MT)

Presents 40 questions, commentaries, and rebuttals on the generalizability of validities of employment tests of cognitive abilities and meta analysis. (BL)

A study examining the extent to which learning set analysis of a severely mentally retarded subject's performance was capable of providing decision rules when teaching for a generalized outcome indicated that the greatest generalization effect occurred when training data trends were steepest downwards. (Author/CB)

The impact of undesirable competing behaviors on maintenance and generalization of desirable behaviors by two 8 year-olds with severe developmental disabilities was examined. Desired behaviors were often replaced by less desirable behaviors which served the same function within maintenance and/or generalization situations. (Author/CL)

Visual blocking procedures (briefly holding a paper screen in front of a subject's face contingent upon inappropriate behavior) were effective in decreasing inappropriate verbalizations in a moderately retarded 32-year-old male. Followup 4 months later indicated that suppression was maintained in treatment settings but failed to generalize to…

The study evaluated an errorless procedure for teaching nine educable mentally retarded students to solve missing minuend problems. Seven Ss acquired the target skill in a nearly errorless fashion in 75 to 172 minutes of individual training time. The other Ss required programatic alterations. (Author/CL)

Three language-delayed autistic children (6-11 years old) were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free-play sessions. Results clearly indicated…

Four young children with severe and moderate handicaps were taught to generalize play responses. Across the four participants, training to generalize within-toy sets resulted in complete between-class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. (Author/CL)

A time delay procedure was examined to increase the spontaneous speech of seven autistic children (5-11 years old). All Ss learned to request items spontaneously and generalized this behavior across settings, people, situations, and to objects which had not been taught. (CL)

A 16-year-old severely handicapped student was trained to bowl, purchase a drink from the concession, and use a vending machine in the bowling alley in six weeks. The subject successfully transferred the skill to similar environment and materials. (CL)