The article demonstrates how verbal elaboration can be used effectively to facilitate preschoolers' creative play. It is suggested that rather than being an artifact of incidental learning, creative play should be planned and structured actively within the preschool curriculum. (Author/DB)

Examined verbal learning/memory in 60 male alcoholics. Results indicated that the predicted relative impairment of alcoholics with more difficult material did not occur, nor did the groups' learning curves differ, suggesting that rote associative learning either remains intact or recovers satisfactorily with abstinence. (Author/BL)

Discusses research showing that material people learn when in a high arousal state and material they learn when in a normal arousal state is subsequently best recalled when they are in a similar arousal state. Speculates that this effect may partially underlie mood cuing, mood-related material from memory. (EKN)

Three profoundly retarded adults who were taught action-object responses learned the verbal elements in the instructions they were directly taught and responded to these elements in novel recombined instructions. (Author/CL)

Article describes experiment whereby it was established that with verbal-discrimination learning overt pronunciation facilitated a freer recall than covert pronunciation. (Author/MM)

Three groups of 34 learning disabled children (12 to 16 years old) and one control group of normal readers were asked to retain verbal material across distrator intervals ranging from 9 to 24 seconds. LD children's retention of verbal material is more susceptible to interference from similar material than normals. (Author)