Nine children with Down's syndrome were compared to two groups of nonretarded children, one similar in CA, the other a chronologically younger group of similar MA. The event-related brain potential and reaction time results indicated that Downs syndrome Ss processed some types of auditory information more slowly than the other groups. (Author/CL)

Through experimentation with verbal discrimination learning paradigms, the author finds that learning is increased with verbal rehearsal as compared to silent rehearsal. Author suggests that unique effects are associated with pronouncing items out loud. (Author/MS)

Using auditory ensembles of sound that differed in frequency, intensity, and duration, it was found that fifth graders more easily learn stimuli that are unlike speech than those which closely approximate speech. (MH)

Factor and cluster analysis of the Illinois Test of Psycholinguistic Abilities scores of 237 children (6 to 8 years old) with severe language handicaps showed a clear auditory-vocal and visual-motor factor. Ninety-seven percent of the Ss had the lowest scores on auditory association and grammatic closure subtests. (Author/CL)

Meant to be attention-getters, the activities work on two principles: that children need an immediate and personal purpose in order to pay attention; and that listening should be an involving activity, that is, a child needs to listen in order to do something with what is heard. (Author/NQ)

Results of three studies involving Down syndrome students suggested that the auditory-visual recall difference evidenced by nonretarded but not by retarded Ss may have been due to the differential use of information in echoic memory. (Author)