Results of these studies support the contention that with advancing years brain-damaged children of the type used in the present study may adapt to and/or recover from the dificit(s) involved in the inability to develop and maintain a state of readiness to respond. (Authors)

Free recall showed a drop in primacy with practice whereas reconstruction did not, which suggests that temporal tags per se may be relatively unimportant as retrieval cues for the recall of early list members. (Authors)

A method of nonmetric multidimensional scaling is described which minimizes pairwise departures from monotonicity. (Author)

Results imply that sets of instructions may form a response class, with characteristics similar to those found in studies of generalized imitation. (Author)

Purpose of this survey was to assess the attitudes of pupils in grades three through eight toward the Study of People and Social Development Programs in which they were participating. (Authors)

This experiment investigated performance on a reasoning task in which the subjects had to say which of four half-hidden cards they needed to see fully in order to determine the truth or falsity of a conditional sentence. (Authors)

Two experiments are reported on the effect of negation on reasoning with conditional rules. (Author)

One of a series of studies of how children come to name their feelings. Parts I and II are PS 501 987 and PS 502 000. (MB)

Study was carried out to examine the feasibility of identifying by a short test whether or not any particular profoundly deaf school child uses a speech code in short-term memory for verbal material. (Author)

It was concluded that both social and vocal elements are necessary to stimulate a general increase in the number and length of consonant utterances, but there was no evidence that stimulation encouraged infants to imitate the consonant phonemes presented. (Author)

Results suggest that kindergarten children extinguish mediating responses faster than instrumental choice responses while the reverse probably holds with second graders. (Authors)

Results support the importance of the passage of time during learning as the crucial factor affecting high-arousal recall. (Author/MB)

Results showed that naming latency, for both letters and words, is sensitive to the number of items in the preceding list and also to the serial location of the probe item in the list. (Author)

Results are discussed in terms of variables which may lead to the activation of cognitive structures during the transitional period. (Authors)

In the follow-up study, most of the initial gains in IQ resulting from program participation were retained. (Authors/MB)