Normal and retarded children's use of color, number, length and continuous quantity as attributes of identification was assessed by presenting them with contrived changes in three properties. Surprise and correct memory responses for color preceded those to number, which preceded logical verbal responses to a conventional number-conservation task.…

Although subjects were able to adapt to loud noise and other stressors in laboratory experiments, they clearly demonstrated adverse aftereffects. (DM)

The data from the present experiment suggest that distraction may interfere with attitude change by decreasing reception of the message, and may increase attitude change by increasing yielding to the message. (Authors)

Paper delivered at the Eleventh Annual Southern Conference on Slavic Studies, University of Miami, October 13, 1972. (DD)

Significant effects obtained in the modeling condition seemed due to the generalized increase in speech duration facilitated by the use of a model. Similarities and differences between instructions and modeling procedures are discussed. (Author)

Spontaneous and model-induced production of a valuational style of inquiry was studied in 128 third-grade children. (Authors)

Results indicated that interaction, even when nonmeaningful, was more facilitating than juxtaposition of picture and words. (Authors)

The present data offer more support for linguistic'' approaches to teaching reading. (Authors)

Results showed that recall of verbal material hardly was affected by the eye-movement task but was much affected by backward counting, while nonverbal material was recalled with the same efficiency irrespective of type of distractor, suggesting different types of storage for the two types of material. (Author)

Study of perceptual exploration was undertaken to see to what extent school experience would produce left-right patterns on several kinds of figures which have strong Gestalt properties. (Author)

A review-critique of On Writing Behavioral Objectives for English, by John Maxwell and Anthony Lovat, in which behavioral objectives theory is dominated by a stimulus-response rather than a stimulus-response-reinforcement psychology. The reviewer questions whether behavioral objectives can be applied accurately and without distortion of meanings,…

Acquisition, reversal, adaptation and inhibition of the orienting response were investigated in a mentally retarded sample and its CA and MA matched normal groups. (Authors)

Results were interpreted as support for the hypothesis that making associations to verbal units facilitates recall and that reaction time is an index of the facility with which associations can be made. (Authors)