Novices and experienced business executives were compared on speed at dictation and writing of business letters. Differences between the two groups were not as great as might have been expected. Composition itself appears to be the fundamental skill and limiting factor, while the method of composing is secondary. (SJL)

An experiment, involving 37 deaf and 36 hearings Ss (aged 10-12 and 15-18 years), was conducted to determine the role of visual and auditory processing in deaf and hearing children using a short-term memory paradigm. (Author/SBH)

Presents a method which draws upon students' imagination, creativity, and associative abilities and engages them in the language learning process. (Author/AM)

Presents the conceptual levels theory of Hunt and his associates. Indicates how it can be used as a means to develop a theoretical framework from which the validity of unified science curricula can be examined. (HM)

Using both end-of-course achievement outcomes and long-term cognitive retention as criteria, this study provides comparative data on the effectiveness of mastery and nonmastery approaches to instruction. Results indicate that mastery students performed significantly higher on several levels, and equally well on others. (Author)

Numerous mathematical examples are presented which illustrate and raise questions about students' tendencies to overgeneralize. (BB)

A battery of problem solving and divergent thinking tasks was administered to 91 fifth graders to identify a factor that could be labeled problem solving and be distinct from divergent thinking. In several factor analyses, three factors consistently emerged: fluency, problem solving, and academic achievement. (Author/RD)

Beginning with an understanding and a diagnosis of the cognitive and affective processes and aptitudes of the learners, the cognitive approach employs different treatments to stimulate construction of relations between previous learning and experience and new information. Emphasized in this approach is the active role of the learner. (Author/EB)

Good and poor readers' visual and auditory memory were tested. No group differences existed for single mode presentation in recognition frequency or latency. With multimodal presentation, good readers had faster latencies. Dual coding and self-terminating memory search hypotheses were supported. Implications for the reading process and reading…

Two experiments used the sentence-picture verification paradigm to study encoding and comparison processes with spatial information. Subjects decided whether a spatial description of a geometric figure matched a second figure. Three critical results demonstrated that task-specific variables could be the primary determinants of how subjects verify…

The study examined the role of verbal mediation in language processing by 88 children (ages 8-12 years) with low verbal/high performance Wechsler Intelligence Scale for Children (WISC) profiles. (Author/PHR)

In a modification of the sentence-picture comprehension task (Chase & Clark, 1972), 70 university undergraduates verified sentence-picture pairs. The findings limit the generalizability of any linguistic comparison model; two different comprehension strategies were used consistently by different subjects, whose choices of strategy were predictable…

Investigates the relationship between memory for prose and the structural characteristics of the semantic representation proposed by Kintsch. Results extend the generality of Kintsch's model across a wide range of ages, and indicate that a proposition is more likely to be recalled when its superordinate is also recalled. (EJS)

An experiment is described that involved presenting sentences to the subject for study and then testing single words for recognition (the subject had to decide whether the test word was in one of the study sentences). A large priming effect was obtained. (Author/RM)

Investigates the relationships between levels of cognitive complexity and three levels (graphic, formal, and inferred) of modeling complexity in community college students. (GA)