A conceptual model and unit of analysis were constructed to guide the systematic observation of the consequences of four modes of teacher verbal activity on the verbal performance of students. (Author)

The deficit in counting ability was examined through assessment of counting and tracking task performances of 18 adolescent educable mentally retarded (EMR) boys and through comparision of performances of 20 EMR boys and 20 younger normal boys. (Author/MC)

Sixteen deaf-blind, retarded, preschool postrubella children (mean age 6 years) were tested in an operant procedure which allowed them to select preferred illumination feeback as reinforcement for operating a simple two-choice lever switch. (Author/MC)

Suggests exercises designed to help students become more perceptive to the sounds around them. (TO)

Research supported by a contract from the U.S. Office of Education. (HW)

Assesses the relative importance of synonymity and antonymity for memory encoding of words for second and sixth graders. Also, the variable of association strength is investigated for both groups through the presentation of false-recognition stimuli. (DP)

Examines the effect of different training methods on perceptual learning of impulsive children. A matching to sample method (M), and a differentiation method (D) were used. Data indicated that Ss receiving D training learned to process features distinguishing stimuli; whereas, Ss receiving M training showed no preference for a particular mode of…

Suggests that the information integration processes used by adults to form judgments are also used by children. (ST)

Eight reflective and eight impulsive preschool children were tested in a forced-choice recognition memory task. Reflective children made more correct recognition choices than did impulsive children under all experimental conditions. (ST)

Recency judgments were examined for four groups (N = 40 per group) aged 7, 8, 10, and 18 years. The resulting data supported the hypothesis that tasks, which do not require deliberate mnemonic strategies, are not developmentally sensitive. (Editor/RK)

The visual imagery of kindergarten, third, and sixth graders was tested via a continuous visual recognition test in which subjects were to identify repeated pictures of familiar and nonsense objects. (Editor)

The present paper is concerned particularly with the processes underlying the perception of the upright, that is, an object in its usual, or familiar, position in space. (Author/RK)

First part of a continued article. (DD)