Three studies are reported which investigated the role of four variables in semantic generalization: Intentional versus Incidental learning instructions, associative and semantic relationships of the generalization stimuli (GSs) to the critical stimuli (CrSs), and rate of CrS presentation. (Author)

Demonstrates the need for flexibility in poverty programs to avoid rigid rules and biased evaluation resulting from cultural differences. (BH)

The effects of using one or two trainers to elicit verbal responses with two profoundly mentally retarded females, 15 and 22 years old, were studied. Results for both acquisition and pre- and post-training favored in the dual trainers condition. (SEW)

Seventy mentally retarded students, successfully taught to conserve number and substance in the Piagetian sense, resisted attempts at extinction but were unable to generalize to other conservation tasks. (Author)

Attempted to assess generalization from a child's school to a novel instructional setting by comparing training in single versus multiple rooms. Found that responses taught in school did not automatically generalize to a day care center but that four of the five boys studied demonstrated relatively high rates of responding. (CMG)

The appropriateness of several generalizability coefficients based on observational ratings of a number of subjects, each rated by the same observers over a number of motor performance trials, was examined. The extent to which observational designs can impair the computation of some coefficients and/or alter their value was also investigated.…

Examined whether reading the Darley and Batson study served to change subjects' understanding of the determinants of helping, and if subjects would come to regard degree of hurry as an important predictor in similar helping situations. Found subjects predicting helping behavior in similar situations were influenced moderately by hurry. (RC)

The influence of task explanation on strategy transfer was studied. When educable mentally retarded adolescents were trained to rehearse and given a minimal explanation of a directed forgetting task, the majority were found to maintain the strategy on trials identical to rehearsal, but they failed to generalize the strategy in other trials.…

Assigned 24 supervisors to two behavior modeling workshops designed to improve the supervisors' skills in coaching and handling employee complaints. Generalization of observational learning to a novel context was significantly better in the experimental group, showing the efficacy of formalized retention processes. (Author)

Self-report and judges' ratings of anxiety and social skill were moderately generalizable across the facets investigated. The relationship between anxiety and skill varied considerably among methods. Substantial variance was found within judges for anxiety ratings and within judges and methods for skill ratings. Variance was influenced by mode of…

Reports results of a study to assess ability of children from different age groups (N=144) to generalize two hierarchically related concepts (Insect and Animal) with and without instruction in the form of a mental set. Also examined effects of age, I.Q., and sex on ability to generalize these concepts. (Author/JN)