The generalization of a previously trained interrogative response ("What's that?") was investigated in using eight severely retarded institutionalized individuals from 8 to 22 years old. (Author)

The effectiveness of a program, varying in presentation format, in promoting the acquisition and generalization of a verbal abstraction strategy was evaluated for 80 mildly retarded Ss (mean age 12 to 14 years). Although the acquisition and near generalization of the verbal abstraction strategy was advanced, no far generalization was observed.…

Eight severely mentally handicapped adults were taught two adjective concepts--one adjective using group training and one adjective using individual instruction. Although group and individual training were equally effective in terms of rates of acquisition, generalization was 45 percent greater when exemplars of each adjective concept were taught…

The author considers definitions of "aesthetic," especially that offered by Woodrow Wilson in his essay on Adam Smith. Her major contention is that too much of aesthetic and other education is not very aesthetic, for it does not excite both senses and intellect nor develop the ability to generalize. (Author/SJL)

It was concluded that automatic generalization within or across response modalities is not necessarily an inevitable result and therefore may require explicit programing. (Author)

Rotter's social learning theory is applied to the learned helplessness paradigm, and is used to analyze (1) expectancy change processes occurring during helplessness training and (2) the generalization of those changes to other situations. Literature on individual and situational differences is also reviewed. (Author/SS)

The authors address several issues pertinent to designing environmentally based total communication assessment and training programs for language delayed hearing children for whom oral language training alone is inadequate. (Author/CL)

Discusses basic differences between cognitive and behavioral approaches to instructional design, emphasing the role of concept analysis in the design of instruction. (RAO)

Acquisition occurred in a special therapy room, and instructions were presented in a fixed sequence. Ss were then tested in another room, where instructions were presented in a random sequence. Despite dramatic changes in the stimulus conditions, the Ss performed close to their asymptotic level. The reduction in number of acquisition trials did…

Investigated the development of classificatory organization. Two experiments examined age differences in children's spontaneous extensions of a classification and a third examined children's extensions under hypothesis-testing instructions. (JMB)

Two well-known theorems from geometry are shown to be essentially the same using the principle of duality of lines and points. (MP)

Children and adults were trained and tested on formation of novel simple discriminations and conditional stimulus relations. Subjects who formed these sets were trained and tested on formation of stimulus equivalence classes. A modest majority of children matched directly paired stimuli; a few matched indirectly paired stimuli. All normal adults…

Used point-light displays (lights corresponding to the joints of the human body) to examine 3-year-olds' understanding of verbs. Found that children could extend familiar motion verbs (walking, dancing) to videotaped point-light actions shown in an intermodal preferential looking paradigm. Children watched the action matching the requested verb…

Autistic leading in four autistic children, aged three-five, was treated by strengthening pointing as an alternative form of request. Following intervention, pointing gradually replaced leading, and stimulus generalization was observed. Results indicate that functional equivalence and response efficiency can be procedurally combined to…

A reminding-based generalization view of category learning was studied in 4 experiments involving a total of 247 college students. Experiments demonstrated that categorization by reminding can affect what is learned about the category and later categorization performance. Implications of the results for category learning are discussed. (SLD)