A total of 90 undergraduate volunteers learned a 12-pair, low-frequency verbal discrimination list. Independent variables were feedback (positive only, negative only, or both) and initial success (17, 50, or 83 percent correct on the first trial). While the main effect of feedback was not significant, that of initial success was. (Author/RH)

Attempts to define how the amount of realistic detail in a visualization affects subjects' achievement. (KS)

Concludes that children scoring high in picture arrangement on the Wechsler have significantly poorer problem solving ability than children with low picture arrangement scores. (RB)

Discusses the interaction of age and sex factors on consistency of recognition of 71 Peabody Picture Vocabulary Test pictures by preschool children. (TO)

Investigates the effect of the Verbal Rule Instruction Technique in facilitating the acquisition of conservation concepts. Data were collected from 247 Nigerian schoolchildren divided into three groups: verbal, nonverbal, and no-training. (Author/RH)

Concludes that theoretical explanations derived from performance on one type of task may not generalize to describe performance on other related types of tasks. (RB)

Evaluates the findings and measurement techniques about the incidence and role of internal speech in the information processing abilities of preschool and primary-grade children. (RL)

Supports previous findings that preschool children evidence significant amounts of subvocal speech, and that a significant relationship between recall and subvocal speech exists for boys but not for girls. (RL)