Purpose of this study was to determine whether a specific cell, Memory of Figural Units--Visual Mode (MFU-V), of the Structure of Intellect (SOI) can be significantly affected by training kindergarten and first-grade children, and whether improvement in MFU-V has a significant effect on reading achievement of first grade children. (Author)

Aim of the present study was to clarify the processes involved in the apparent lag in copying a diamond by reducing the lag experimentally with perceptual training of discrimination of orientation. (Authors)

Preschool, first-grade, and fifth-grade children served as Ss in 2 experiments designed to test the developmental hypothesis that memorizing and perceiving are functionally undifferentiated for the young child, with deliberate memorization only gradually emerging as a separate and distinctive form of cognitive encounter with external data.…

Findings of this study suggest that a parent-education component is important if the child is to continue to benefit academically from a compensatory preschool program, although there may be no immediate effect on the youngsters. (Author)

Results support predictions from Trait-State Anxiety Theory that negative feedback constitutes a threat to self-esteem and thus is perceived as more threatening by high A-Trait than by low A-Trait subjects. (Author)

It is argued that the attribute-organized passage (as opposed to name-organized passage) yielded superior recall because it allowed for a hierarchically organized information retrieval scheme. (Authors/CB)

Three experiments were conducted in which a school principal implemented behavior modification programs with elementary school children. The behaviors dealt with were tardiness, absenteeism, and disruptions. (Author)

Evaluation of two components of transfer--response learning and associative learning--was accomplished by comparing the recall method with the multiple-choice method. (Author/CB)

It is evident from this task that preschool children can remember simple pictures as well as their names, that either pictorial or verbal codes can mediate memory of either pictures or words in accordance with task demands, and that same-different judgments tend to be faster to pictures than to words. (Author)

The results provide evidence of remarkable consistency in both accuracy and manner of performance from first grade through college age levels. (Authors)

The most important result of this study was simply the illustration that the systematic analysis and experimental study of the learning of principles from text is possible. (Author)

Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)

Results suggest that: understanding can be defined in terms of information stored; and traditional learning concepts and measures are inappropriate for investigating the important effects involved in reading and auding'' prose. (Author/CB)

The unit-sequence interference hypothesis predicts that sequences of high-frequency words should be forgotten faster than equivalent sequences of low-frequency words, because of opportunities for response competition that increase with word frequency. (Authors)

Methods used in the present study confirm that rejection latencies are a reliable index of certain strategies adopted in processing prose. (Author)