Assesses the effectiveness of different child-generated classification schemes on preschool children's memory performance. Children who organized pictures according to taxonomic categories (e.g., animals, vehicles) demonstrated significantly greater recall than children classified as nontaxonomic. (Author/MP)

This research is designed to explore the manner in which people read and use procedural information presented in text and illustrations. Recent theories are considered for their implications in this issue. (Author/GK)

A word preference format was used to investigate reactions to verbal stimuli of suicidal and nonsuicidal persons. Words with aggressive or submissive denotative meanings significantly differentiated the two groups. The word "suicide" was selected at a higher frequency level by suicidal individuals when compared to their nonsuicidal counterparts.…

Describes five experiments in which instructions to rehearse previously presented pictures increased the likelihood of their being identified in a later test. Results show recognition was higher for cued than uncued pictures and that the effect of cuing diminished as the lag between presentation and cuing was increased. (Author/BK)

Third- and fifth-grade children and adults were presented with eight-item letter sequences of varied approximation to English in a tachistoscopic single report, cue delay task. (RH)

The study compared the effectiveness of pictorial and verbal information in printed instructional materials for deaf college age Ss. (Author)

Four studies showed that a substantial proportion of their subjects, aged four to seven years, responded as if elements "out of sight" in pictures were either nonexistent or imcomplete. Termed "literalism," this mode of responding was related to age but little influenced by training or another form of structured experience.…

Measures from a laboratory task and a free play observation suggested that attention is a key factor in understanding the high risk child's development and also that differences in attention between high and low risk children can be reliably obtained as early as three years of age. (Author)

A low functioning, nonverbal student who is hearing impaired as well as visually impaired presents special problems in designing instructional activities. Activities which have been used successfully with this type of student to develop attending to visual stimuli, tracking visual stimuli, and discriminating color and shape are described. (Author)

Investigated cross-cultural differences in selective attention within the auditory dichotic shadowing technique among Ibo and Yoruba adolescents of Nigeria. (Author/DB)

First-, third-, and fifth-grade children were asked to judge the relative ease of recalling a list that was organized semantically, physically, or randomly. Actual recall was also tested. (JMB)

Discusses problems involved in testing Piaget's hypothesis of topological primacy in representational space by copying geometric figures. (Author/SS)

Focuses on two issues pertaining to the regular-random numerosity illusion (RRNI): its occurrence in young children and the existence of a developmental trend. Subjects were children from grades two, five and eight. (CM)

Subjects who named details in pictures performed better on subsequent recognition tests than their counterparts. Data support a model which assumes: (1) a constant probability of encoding a detail and (2) a detail is named either if it was encoded at study or with some bias probability. (Author/CP)