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Peer reviewedSmith, Lars; von Tetzchner, Stephen – American Journal of Mental Deficiency, 1986
The transition from preverbal to verbal communication of 13 retarded and nonretarded children was explored in a prospective, longitudinal study. Mental development was tested at ages 13 months and at 2 and 3 years. Results seem to support the postulate of a skill-specific homology in the transition from preverbal to verbal communication.…
Descriptors: Communication Skills, Competence, Developmental Stages, Downs Syndrome
Peer reviewedElliott, Lois L.; And Others – Child Development, 1986
Examines whether age-related differences would be observed between young children and adults for discrimination of synthesized, five-format consonant-vowel syllables that differed in voicing onset time of the initial consonants. (HOD)
Descriptors: Adults, Age Differences, Auditory Discrimination, Auditory Stimuli
Peer reviewedJones, Eric D.; And Others – Remedial and Special Education (RASE), 1985
Twenty-nine third graders were trained in teacher led direct instruction to use a generalizable strategy to solve four structurally different types of verbal math problems. There was a significant difference between posttest scores of the two training conditions (sequential and random order) due primarily to gains of the students in sequential…
Descriptors: Elementary Education, Mathematics, Problem Solving, Program Effectiveness
Peer reviewedAlesandrini, Kathryn Lutz; And Others – Journal of Educational Research, 1984
To manipulate analytic and holistic thinking and their effects in learning, a study used visual and verbal processing modes combined with analytic and holistic learning strategies. Results showed that analytic information processing habits in college students may facilitate learning. (Author/JMK)
Descriptors: Cognitive Processes, College Students, Higher Education, Holistic Approach
Peer reviewedGagne, Robert M. – American Psychologist, 1984
Effects on learning of most principal independent variables can be generalized within, but not between, five different categories: intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes. Psychological research has been and continues to be well-served by this categorization. (GC)
Descriptors: Attitudes, Cognitive Processes, Cognitive Structures, Developmental Psychology
Higgins, E. Tory – Journal of Verbal Learning and Verbal Behavior, 1976
Reports on research examining the effect of linguistic presupposition on the solving of three-term series problems. (Author/RM)
Descriptors: Abstract Reasoning, Cognitive Processes, Deduction, Language Processing
Peer reviewedCatton, William R., Jr. – ETC: A Review of General Semantics, 1973
Warns that we cannot mask the facts about man's relation to the biosphere by learning to say the right things to each other. (TO)
Descriptors: Environmental Education, Futures (of Society), Language Role, Language Usage
Dewing, Kathleen; Hetherington, Paul – Journal of Experimental Psychology, 1974
The aim of the present study was to extend the findings relating to the role of imagery in verbal learning and retrieval to the solution of anagrams. (Author)
Descriptors: College Students, Experimental Psychology, Imagery, Psychological Studies
Jacoby, Larry L.; Goolkasian, Paula – Journal of Verbal Learning and Verbal Behavior, 1973
Paper based on experiment 1 which was presented at the Thirteenth Annual Meeting of the Psychonomic Society, St. Louis, Mo., 1972. (RS)
Descriptors: Acoustics, Experiments, Learning Modalities, Learning Theories
Peer reviewedSproull, Natalie – American Educational Research Journal, 1973
Group and single viewers were studied; results showed that group viewers exhibited a large number and variety of verbal and nonverbal, targeted and (probably) nontargeted modeling behaviors; single viewers much fewer.'' (Author)
Descriptors: Behavioral Science Research, Nonverbal Communication, Preschool Children, Responses
Peer reviewedNewman, Arthur J. – Journal of Reading, 1972
Argues that the child's learning experience should include nondiscursive experiences in addition to verbal learning. (Author/RB)
Descriptors: Aesthetic Education, Creative Thinking, Educational Philosophy, Logical Thinking
Conrad, R. – Journal of Verbal Learning and Verbal Behavior, 1972
Descriptors: Attention, Children, Experiments, Learning Theories
Peer reviewedLuszcz, M.; And Others – Perceptual and Motor Skills, 1972
Descriptors: Adolescents, Age Differences, Learning Processes, Learning Theories
Duncan, Charlotte; Hartley, James – Programmed Learning Educ Technol, 1969
Descriptors: College Instruction, Recall (Psychology), Research, Responses
Ivany, J. W. George; Neujahr, James L. – Sci Teacher, 1970
Discusses techniques for the observation, coding, and analysis of classroom behaviors. Identifies three major approaches as belonging respectively to (1) the behaviorist, (2) social-emotional, and (3) cognitive activity categories. The science teacher is encouraged to look at his own teaching behaviors as data for empirical study. (LC)
Descriptors: Behavior Patterns, Classroom Communication, Classroom Observation Techniques, Interaction Process Analysis
