The effects of extraneous auditory stimulation on incidental learning in 27 normal (CA 6 years) and 27 retarded (CA 10 and 11 years) Ss was examined. (DB)

Research supported by a grant from the U.S. Office of Education. (RS)

Results of these studies support the contention that with advancing years brain-damaged children of the type used in the present study may adapt to and/or recover from the dificit(s) involved in the inability to develop and maintain a state of readiness to respond. (Authors)

It was concluded that both social and vocal elements are necessary to stimulate a general increase in the number and length of consonant utterances, but there was no evidence that stimulation encouraged infants to imitate the consonant phonemes presented. (Author)

Results indicate that the auditory stimulation in no way affected task performance. Author argues that great amounts of money should not be spent by either schools or parents in order to eliminate moderate amounts of noise from a child's academic environment. (Author/CB)

Findings indicate that infant boys may be more easily conditioned by visual reinforcement than are girls. (Author/MB)

Article discusses the child with learning disabilities and how music rhythm has an effect on brain rhythm and thus on brain function. (Author/MM)

Compared 24 educable mentally retarded (EMR) adolescents, 24 chronological age (CA) matched nonretarded adolescents, and 24 mental age (MA) matched children in same-different decision task in which dyadic sequences were presented within and across visual and auditory modalities. Results supported concept of greater visual dominance by retarded and…