Tested hypotheses derived from Beck's cognitive theory of depression. Subjects rated performance before and after receiving feedback on a social interaction task. Results showed depressed males and females had more negative evaluation of present circumstances and poorer memory for feedback. Data were partially supportive of Beck's theory regarding…

At the Iowa School for the Deaf, five young hearing children (age three years) were integrated into the preschool program to study the development of total communication skills including speech and language patterns. (Author/PHR)

Discusses the generalization of findings from analogue therapy research to the clinical situation. Rakover contends this leads to self-contradiction and lack of scientific progress and proposes theory testing. Kazdin suggests research to determine the relationship of analogue therapy to clinical practice. (JAC)

The effects of social skills training upon the behavior of eight previously institutionalized mentally retarded adults residing in community group homes were evaluated. In comparison to a control group, the Ss who received training showed substantial changes in the desirable direction for each behavior. (Author)

A comparative assessment of eight normal and eight psychotic children in a stimulus generalization paradigm using simple and complex figures. Six of the subjects fulfilled the criteria for infantile autism. (CM)

Two experiments were conducted to examine the role of sex differences in learned helplessness in the generalization of failure experience. Subjects in experiment 1 were fifth graders and subjects in experiment 2 were fourth, fifth, and sixth graders. (MP)

Twenty-four underassertive adults were randomly assigned to two treatment orders that included covert modeling and behavior rehearsal. No measurable difference in treatments was found, but participants preferred and had greater expectations of behavior rehearsal. Skill generalization to untrained situations occurred on 8 of 11 behavioral measures.…

This paper identifies factors possibly influencing long-term effectiveness of social skills training with students having emotional or behavioral disorders. These include: lack of a sound conceptual framework, questionable social validity of target skills, controversies surrounding the nature of social skills deficits, imprecise assessment…

Discusses behavioral momentum and the general behavioral relation between the persistence of behavior and the rate of reinforcement obtained in a given situation. Strategies for establishing the generality of behavioral relations are reviewed, followed by a brief summary of evidence for the generality of behavioral momentum. (Author/CR)

This review of research discusses how children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A proposed methodology for researching referent naming and class formation, analysis of stimulus classes, and generalization is offered. (CR)

This study investigated the effects of using general education peers to instruct four students (age 8) with mental retardation in board game skills. Results found that the peer-mediated intervention produced an increase in interactions between students with and without mental retardation and that these increases generalized across social…

This study examined the contributions of instruction in goal setting and self-instruction on the acquisition, maintenance, and generalization of a reading comprehension strategy by 47 students (grades 4-6) with learning disabilities. Results indicate that instruction in goal setting and self-instruction did not augment the comprehension…

Four individuals with agrammatic aphasia were trained to comprehend and produce filler-gap sentences with wh-movement. Two participants received treatment first on the least complex structure (who-questions), and 2 received treatment on the most complex form (object-relative constructions). Object-relative training resulted in robust…

Three studies explored whether children's tendency to extend object names on the basis of sameness of shape (shape bias) is specific to naming. Findings indicated that 2- and 3-year-olds showed shape bias both when asked to extend a novel name and when asked to select an object of the same kind as a target object; 3-year-olds also showed shape…