Research supported by grants from the United States Public Health Service and the National Institute of Child Health and Human Development. (DS)

Suggests that serial presentation of inconsistent information results in a primacy effect in subjects, and that the experimenter.s response requirements are responsible for any recency effects obtained. The results are interpreted in terms of attention redistribution. (RW)

Based on a PhD thesis submitted to the Dept. of Psychology at the University of Cincinnati. Reprints from: R.J. Hoffnung, Counseling Service, Univ. of Cincinnati, Cincinnati, Ohio.

In a study of second graders, results supported the hypothesis that recognition memory would be disrupted when children's attention control strategy required the same cognitive operations as the task material to be studied. (Author/MP)

In two experiments, children ages six through eight, 10-year-old children, and college students were shown several series of slides. Each series told a unique "story" and was followed by oral questions. Results illustrated the increasing interdependence of the verbal and visual systems with age. (Author/MP)

Two studies were conducted with 8- and 10-year-old children to examine sources of age and skill differences in verbal analogical reasoning. Discussion focuses on the child's "problem space" for the analogy task and possible differences in task understanding that lead to strategy and process differences in older versus younger and skilled versus…

This case study reviews a remediation program developed for a hyperkinetic school child. An important element of the program is the verbal portion of the therapist-student interaction. This consists of training in physical skills, encouragement, challenges, and conditioning the hand and verbal signals. (Author/AL)

Twelve male subjects were divided into three groups (model-plus-reinforcement (MR), model-only, and control) to determine if the presence of a verbalizing model to 35mm slides would elicit increased speech. Verbalization increased over treatments, especially in the MR group. Generalization to the word occurred in only three subjects. (Author/SJL)

Describes an investigation comparing visual and auditory clues effect on estimates of speakers' heights and weights, to determine if voice alone conveys as much information as visual clues. The results indicate that the differences between estimates based on photographs and those based on speech recordings are, on the average, very small.…

The study explored the influence of reinforcement and race on the verbal creativity performance of 50 emotionally handicapped children at the elementary school level. Among conclusions were that positive verbal reinforcement led to significantly higher creativity scores and that the race of the Ss (White or Black) did not affect creativity…

The effects of a parent administered home therapy program of verbal stimulation used to treat articulatory deficits were investigated with 32 inarticulate elementary school age retarded children in Yugoslavia. Treatment was found to be associated with an increase in articulatory competence in both moderately and profoundly retarded Ss. (Author/DLS)

The first experiment determined that verbal interference (shadowing) was detrimental to the subjects' memory of words and high similarity pictures; the second, designed to minimize the possibility that students would sort through the pictures, indicated that verbal interference did not decrease memory of high similarity pictures. (Author/JEG)