Pavlov's organism-in-the-environment model was adapted to a functional analysis of communication, expecially abstract and symbolic activities. A classification of discrimination response and reinforcement patterns was given. (CP)

Programed instruction accelerated the ability of 62 children, ages four to six, in acquiring the concept of number conservation. (CP)

The effectiveness of different rates of working with programed materials was examined in children, ages 8 through 11. The group working 40-minute periods had the highest attainment level among all groups. (Best copy available in microfiche). (Author/MH)

Cognitive style differences exhibited by middle class and working class male and female adolescents were examined. Dimensions of cognitive style measured include: conceptual differentiation, categorizing flexibility, conceptual preference, originality, ideational fluency, flexibility, and category width. (Author/BW)

Practice in interpreting the critical features of incomplete line drawings and integrating fragmentary visual information was shown to enhance the visual efficiency of partially sighted children, aged 5 to 8. (BW)

It was hypothesized that distinctive verbal processing styles would be characteristic of different social classes and different sexes, and that these differences could be largely explained by earlier socialization experiences. (BW)

This study investigated the relationship between adjustment to secondary school and 17 cognitive and noncognitive variables, including intelligence (verbal and nonverbal reasoning), academic achievement, extraversion-introversion, stable/unstable, social adjustment, endeavor, age, sex, and school form. (CP)

Willmott's comparison of General Certificate of Education (GCE) scores in 1968 and 1973 is reexamined. The trend toward an increasing percentage of students who pass is confirmed, but estimates of standard errors indicate that subtest differences may be attributed to the sampling plan. (CP)

Children (ages three and four) living in high-rise flats performed poorly on gross motor ability tests as compared to children living in houses. (CP)

Completed in 1975, this study investigated social class differences in the questioning and answering behaviors of five- to seven-year-old Australian children, including the impact of the child's interaction with his/her mother. (BW)

This lengthy study analyzed cognitive, behavioral, and family background variables in boys, age 6-7 and 10-11, from socially handicapped families. (Note: Page f. . .=fiche number.) (CP)

Results of attitude, intelligence, and creativity tests administered to 180 children, ages 10-11, indicate that school attitude is not significantly related to intelligence, creativity, sex, achievement, school attended, or class attended. (CP)

To measure the development of formal thought, as defined by Piaget and Peel, separate tests on judgment, creativity, concept formation and concept attainment were administered to 1,710 subjects, ages eight to adult. (CP)

The influence of visual and auditory factors and intonational emphasis on sentence comprehension skills of young normal and mentally handicapped children was studied, using the Sentence Comprehension Test. (Sample items are appended). (Author/MH)

Separate experiments investigated parietal lobe malfunction; developmental v acquired dyslexia; whole-word, syllabic, and alphabetical reading ability; phonological recoding; and spelling. Reading processes and memory of normal and aphasic children were compared. (CP)