Purpose of this study was to determine whether auditory perception, visual perception or chronological age is a better predictor of the control of nonverbal behavior by means of verbal instructions. (Author)

Discussion of the effectiveness of past computer programs and the directions that future design and dissemination efforts should take. (Author)

Study concerned with identifying and measuring self-made academic predictions of entering junior college freshmen and with relating these predictions to past and future academic performance, as well as to measures of scholastic aptitude. (Authors)

Study designed to assess the effectiveness of different types of visual mnemonics on the memory for nouns in a paired-associate learning paradigm. (Authors)

Findings are most consistent with a mediation interpretation of transfer. (Authors)

Experiment performed to examine the function of rehearsal in the retention of individual verbal items. (Authors)

Results indicate that the RCR (rehearsal-of-the-correct-alternative response) plays an important role such that when the RCR is inhibited, performance is reduced. (Authors/CB)

Primary purpose of the experiment was to assess the effect of motivation, as manipulated by videotaping the experimental session, upon concept attainment. (Authors)

Purpose of the study was to determine if primary school children, when exposed to verbal and pictorial descriptions of potentially reinforcing stimuli, could accurately differentiate between the reinforcement potency of these stimuli. (Authors)

Length of intertrial interval was found to be positively related to the efficiency of concept learning in a blank-trials task. (Author)

Compensation as assessed by any one test or criterion used is more difficult than conservation. And, the understanding of the compensation principle, as manifested in verbal statements, continues to develop well after the age at which liquid conservation may be taken for granted. (Authors)

The role of motor activity in children's formation of dynamic mental imagery was investigated in 2 experiments using a paired-associate recognition task. (Authors)

Results do not support Piaget's explanation of object conceptualization. (MB)

Grammatical sentences were easier to imitate than ungrammatical ones only when function words were included in the sentence; with function words absent, there was no significant difference. (Authors)

Data indicate that performance is better when feedback is provided after, rather than before, the response. (MB)