Three boys (ages 9-13) with academic deficits learned delayed matching-to-sample tasks that used complex sample stimuli, consisting of a picture and printed word. The procedure engendered new constructed-response spelling performances and arbitrary relations among pictures and printed words in matching to sample. (Author/JDD)

Describes two experiments that examined word recognition processes of second, fourth, and sixth graders. Shows that older children use meaning frequency to narrow the amount of information kept active following word recognition. (HOD)

Two experiments examine use of defining, characteristic, category, and identical semantic features of word concept information in cued recall. College adults and 7- to 11-year-old children were shown word triplets in which context words were related or unrelated to final target word. Results suggest meaning features differ in providing medium for…

Discusses some of the processes children use in learning words and putting them into intelligible contexts. Describes some of the difficulties children can have when trying to learn new vocabulary. Briefly reports on efforts to use interactive video technology to enable children to access new words. (TW)