The author presents a model comprised of target behavior, stimulus, e.g., contingency, and instructional process, which may affect generalization with severely handicapped students. The literature relating to each component is summarized, and empirically validated suggestions for implementation are offered. (MC)

The impact of prior learning on new learning is highlighted by the case of Dean, a Year 8 student who developed his own method to find the sum of the interior angles of a polygon without knowing why his method worked. Enriched transcripts and visual displays of the cognitive, social (Dreyfus, Hershkowitz, & Schwarz, 2001) and affective elements…

This 5-month action research project examined effects of a short-term interactive vocabulary instruction on reading comprehension with four intermediate grade students identified as having learning disabilities in reading. Participants read a narrative text and an expository text without vocabulary instruction and then received vocabulary…

A discussion of several types of formal neurons, many of whose functions are modifiable by their own input stimuli. The language of finite automata is used to mathematicize the problem of adaptation sufficiently to remove some ambiguities of Brindley's approach. (Author)

Two studies are reported dealing with the responses of preschool children to adjectives which carry connotations of evaluation, potency, and activity among older children and adults. (Authors)

Spontaneous and model-induced production of a valuational style of inquiry was studied in 128 third-grade children. (Authors)

Study conducted to investigate attention span in relation to various schedules or regimes of reinforcement. (Author/MB)

Analyses indicated that varying the range of test stimuli changes the discriminability of the stimuli within that range, even though the physical differences among these stimuli remain constant. (Author)

Third of three articles: the first appeared in Didaskalos, v2 n1 1966, and the second in Didaskalos v2 n3 1968. (RS)

Discussed are generalizations and problem solving, unsound uses of generalizations, generalization as data, and student discovery of generalizations. (CT)