Rationale for encouraging students' use of precise words. (AA)

Ordering preferences for English adjectives in attributive (prenominal) and predicative (postnominal) positions were found to be in general agreement. Semantically congruent and incongruent adjectives were compared regarding ordering preferences and a "borrowing" theory is proposed. (CHK)

Uses the eye-voice span to investigate the extent to which readers use syntactic or semantic cues to control segmentation during reading. Results are interpreted as favoring a semantic integration model in which skilled readers pace their information intake in order to facilitate integration of that information. (AA)

School age children and adults read short paragraphs suggesting spatial relationships and were given a recognition test containing items congruent with the semantic content of the test. Subjects recognized the semantically congruent inferences as having been present in the original reading material. (AA)

Four types of semantic relation, assumed by different researchers to be implicated in the organization of semantic information, were investigated by means of false recognition and word association tasks presented to independent samples of 4- and 5-year-old children. (Author/SB)

Utilizes a factor analyst technique on the scores of college freshmen responding to a form of Osgood's semantic differential instrument. A three-dimensional vectorial model is constructed to explain involvement in science. (CP)

To show the organization of recall, items that are remembered together can be written on the same line of a two-dimensional (2D) grid. Such 2D recall does not induce the clustering it reveals. Various aspects of 2D recall and the clustering it reveals are discussed. (Author/RM)

Discusses the teaching of Afrikaans and English to speakers of Xhosa, with semantics as the point of focus. The purpose is to aid the teaching of Afrikaans and English by introducing componential analysis in order to compare the relative/identical aspects of semantic structuralization in these languages with those in Xhosa. (Author/RM)

The principal finding of this study is that supplementing verbal description with graphic analogies results in better learning and more positive student attitudes than presenting only verbal descriptions, which supports the view that external imagery also can facilitate complex concept learning. (Author/DEP)

Presents a method for teaching grammar through an understanding of the content of a written text, using a three-fold approach: sociolinguistic, linguistic, and logico-syntactical. (Text is in French.) (AM)

The nature of the task of defining words by means of other words and the development of language responses (from children aged four to seven) are discussed in terms of a linguistic analysis of the definitional form and its semantic relations. (Author/RM)

Uses an innocuous tone as the imperative stimulus, or unconditioned stimulus, as in a forewarned reaction time situation but with no overt response required. Evidence of conditioning and generalization to words is obtained. (Editor/RK)

Concerns the examination of conditioned stimulus--unconditioned stimulus (CS--UCS) intervals of different lengths. Demonstrates the feasibility of using a forewarned reaction time procedure with an innocuous imperative stimulus for the investigation of classical conditioning. (Editor/RK)

Considers the hypothesis that thought results in the "reinterpretation" of inconsistent beliefs so as to make them more consistent with the initial attitude direction. The resulting cognitions, being more univocal would, in turn, produce attitude polarization. (Author/RK)