A training program was conducted to improve the generalized mnemonic performance (memory) of a Down's Syndrome child (six years old). (Author)

Two experiments involving four mothers of seven autistic children (4 to 13 years old) were conducted to assess the generalized effects of several different parent/teacher training programs. (Author/SBH)

Two autistic boys, ages 6 and 10 years, whose imitative responding was functionally inaccurate and whose performance generalized poorly, were trained to imitate accurately using a reinforcement-extinction strategy. (DLS)

The progressive inflection "-ing" appears to be the earliest verb inflection acquired by children learning English as their first language. Explanations are made on why the progressive is rarely, if ever, overgeneralized to inappropriate forms. (SW)

The process of developing teacher training materials from research findings is necessary in order to investigate the applicability of the findings of these studies to teaching in classrooms. (JD)

The hypothesis that increased variety of rules aids subsequent transfer of learning has previously been affirmed (Bourne, 1970; Bourne and Guy, 1968). This research expands that finding to show that in addition to variety, the sequence of rules also affects transfer of learning. (Author/RK)

Describes an experimental study which investigated the relative efficacy of two types of concept nonexamples in preventing overgeneralization errors among first grade students (n=67). Results indicated that the group which received both coordinate and ordinary concept nonexamples scored significantly higher than the group which received only…

The use of operant procedures was extended to decrease immediate echolalia and increase appropriate responding to questions of a 21-year-old autistic man. Multiple baseline designs demonstrated that echolalia was rapidly replaced with correct stimulus-specific responses. A variety of generalized improvements were observed in verbal responses to…

Interactional behavior of two groups (N=3 females per group) of elderly mentally retarded group home residents was measured in two generalization situations before, during, and after one group received social skills training. Among conclusions were that generalization to natural interactional situations may be delayed following training.…

Examines self-control interventions considered effective in improving the performance of mentally retarded persons in acquiring, maintaining, and generalizing learned tasks. Studies employing self-monitoring, self-reinforcement, and antecedent cue regulation (self-instruction and picture cues) are cited. Picture cues are recommended as the most…

A survey of state mental retardation/developmental disabilities agencies found that while most employ a classification system that is compatible with or derived from that of the American Association on Mental Deficiency (AAMD), only 22 are actually using the 1983 edition of the AAMD alone or with another system. (Author/VW)

Observational learning is theoretically conceptualized as a skill that can be developed along a learning hierarchy from acquisition and fluency development to generalization of imitative behavior. This review characterizes these levels of observational learning and details differential teaching strategies that have been attempted at each level…

The Libby-Novick class of three-parameter generalized beta distributions is shown to provide a rich class of prior distributions for the binomial model that removes some restrictions of the standard beta class. A numerical example indicates the desirability of using these wider classes of densities for binomial models. (Author/BW)

Four severely retarded females participated in a group instruction program involving designated trainer roles and both individual-directed and total group-directed procedures. Participants acquired the skills of stamping addresses on envelopes, successfully generalized the skill across an untrained type of envelope, and maintained the skill over…

Students often fail to apply knowledge and skills learned in one context to other situations. Although the implicit assumption in educational practice has been that transfer takes care of itself, a knowledge of the mechanisms of transfer can enable educators to help their students integrate general and local knowledge. (TE)