Acquisition, reversal, adaptation and inhibition of the orienting response were investigated in a mentally retarded sample and its CA and MA matched normal groups. (Authors)

Results were interpreted as support for the hypothesis that making associations to verbal units facilitates recall and that reaction time is an index of the facility with which associations can be made. (Authors)

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

This study investigated effects of different modeling stimuli in a model reinforcement counseling setting. Results indicated no differences in effects between an all-verbal presentation and a more detailed presentation showing the activities he was describing while being verbally reinforced for his behavior. (Author)

Results indicated that a combination of primary and conditional reinforcers was most effective in developing a verbal conditioned reinforcer which effectively functioned as a self-reinforcer to facilitate new learning for 80 second grade Ss. (Author/WY)

Indicates that the use of verbal rewards which are not congruent with behavior will result in less efficient problem-solving than either a neutral, no-reward situation, or the use of rewards which are congruent with the problem-solving behavior. The giving of congruent rewards improved the problem-solving efficiency of girls but not of boys. (LS)

Research supported by a Summer Faculty fellowship from the University of Delaware.

Reviews research on viewers' understanding and retention of television news broadcasts; discusses the cognitive processes of memory and comprehension; and develops two models, one based on episodical memory and the other on semantic networks. Guidelines are offered for research based on both of these models. More than 40 sources are cited. (EAO)