Teacher editions of four basal reading series used in the first, fourth, and sixth grades were analyzed to determine the extent of inclusion and explanation of the levels of questioning. Questions from the first two, middle two, and last two stories in each of the teacher editions were analyzed. All teacher editions examined recognized the…

Using mathematics as an example, the nature of the confusion between "knowledge" and "coming to know" is elucidated. The range of curriculum choices available to structuralists once the distinction is clarified is larger, and teaching a body of knowledge and teaching by discovery are compatible. (Author/MLF)

The article describes a curriculum model for the severely handicapped which utilizes the traditional notions of content, scope, and sequence and relates these concepts to the learning and generalization processes. (DLS)

Although it makes a great deal of sense to attempt to design reading research so as to be able to generalize beyond the particular reading passages used in an experiment, the suggestion that tests of statistical significance are a necessary part of making valid generalizations is nonsense. (HOD)

Four nonverbal autistic children (10-15 years old) were taught expressive sign labels for common objects, using a training procedure that consisted of prompting, fading, and stimulus rotation. (Author/BD)

Two experiments were done with a 16-year-old severely retarded male, involving the training of generalized instruction-following responses to preposition-noun combinations. (Author/DLS)

A classroom program to teach public transportation usage (bus-riding skills) to five retarded persons (18-24 years old) was evaluated. (Author/BD)

A training program was conducted to improve the generalized mnemonic performance (memory) of a Down's Syndrome child (six years old). (Author)

Two experiments involving four mothers of seven autistic children (4 to 13 years old) were conducted to assess the generalized effects of several different parent/teacher training programs. (Author/SBH)

Two autistic boys, ages 6 and 10 years, whose imitative responding was functionally inaccurate and whose performance generalized poorly, were trained to imitate accurately using a reinforcement-extinction strategy. (DLS)

The progressive inflection "-ing" appears to be the earliest verb inflection acquired by children learning English as their first language. Explanations are made on why the progressive is rarely, if ever, overgeneralized to inappropriate forms. (SW)

The process of developing teacher training materials from research findings is necessary in order to investigate the applicability of the findings of these studies to teaching in classrooms. (JD)

The hypothesis that increased variety of rules aids subsequent transfer of learning has previously been affirmed (Bourne, 1970; Bourne and Guy, 1968). This research expands that finding to show that in addition to variety, the sequence of rules also affects transfer of learning. (Author/RK)

Describes an experimental study which investigated the relative efficacy of two types of concept nonexamples in preventing overgeneralization errors among first grade students (n=67). Results indicated that the group which received both coordinate and ordinary concept nonexamples scored significantly higher than the group which received only…

The use of operant procedures was extended to decrease immediate echolalia and increase appropriate responding to questions of a 21-year-old autistic man. Multiple baseline designs demonstrated that echolalia was rapidly replaced with correct stimulus-specific responses. A variety of generalized improvements were observed in verbal responses to…