Examined seven-month-old infants' perceptions of happy and fearful facial expressions. Infants could generalize discrimination of expressions across male and female faces if first familiarized with happy faces. Infants tended to look longer at fear faces than at happy faces. Preferential responding was not specific to any individual face.…

Training was effective in producing acquisition and generalization of visual analogy strategies by 19 educable mildly retarded students (12-16 years old), but there was no evidence that cognitive style (reflection-impulsivity), either alone or in combination with the training program, affected acquisition or generalization. (Author/CL)

Teaching exceptional children to use verbal cues to control nonverbal behaviors is suggested as a procedure for establishing adaptive behaviors and as a self-management strategy for ensuring generalization and maintenance of new responses. (Author/CL)

Seven intellectually handicapped (IH) children were integrated into a mainstream school on a part-time basis over a period of 18 weeks. Compared to IH children in the special school, integrated children showed larger increases in associative play in the special school free-play period but no differential change in classroom behavior. (Author/CL)

This book is for people with an interest in algebra whether as a learner, or as a teacher, or perhaps as both. It is concerned with the "big ideas" of algebra and what it is to understand the process of thinking algebraically. The book has been structured according to a number of pedagogic principles that are exposed and discussed along the way,…

The effects of modeling and corrective feedback on the conservation of equalities and inequalities were studied. Both training methods were successful in teaching children to conserve. Trained children were also capable of generalizing their learning to new conservation tasks. (CS)

Rejoinder to PS 502 062 which in turn is an alternative analysis of authors' study presented in PS 502 061. (MB)

Discusses the need of student music educators to pursue a wide range of musical skills as well as to achieve depth in a particular area of musical competence. (AN)

Results of this study involving four kindergarten girls suggest that generalized imitation may be a function of the methods used and is not necessarily related to a failure to discriminate response contingencies. (MS)

The aim of this study was to investigate the generality and stability of two minimal content measures of response style." (Author)