To assess the effects of verbal reprimands on students' errors in daily class exercises, seven 15- to 17-year-olds in a Spanish II level class were required to respond verbally to fill-in-the-blank exercises covering Spanish grammar. An ABA design evaluated the effects of the teacher's reprimands for each incorrect response. During baseline there…

This article re-examines the role of the pronounceability of visually presented materials, following the idea that intergration on the vocal-auditory level may result from letter combinations that are easy to pronounce. (CLK)

Examines the verbal-motor relationship in children who performed a Luria-type verbal control task, in which motor responses are initiated to positive stimuli and inhibited to negative stimuli. Subjects were 68 children from kindergarten, first and second grade. (MP)

In a study of paired-associate learning and retention, the mode of presentation (pictures versus words) of the stimuli and the responses was varied factorially. Results pose difficulties for current interpretations of picture-word differences. (Editor/RK)

Jones (1976) has shown that the memory trace resulting from the viewing of a picture corresponds to a "fragment" of that picture. This research shows that the fragmentation hypothesis also correctly represents the recall of memories derived from sentences, i.e., the functional unit of memory, the mnemonic trace, is a fragment of the original item.…

These experiments consider similarities and differences between classifications of pictorial and verbal stimuli in order to investigate whether the kinds of information used differ depending on the stimulus class. Three hypotheses regarding the information used in picture and word classification were evaluated. (Author/RK)

This research attempts to determine whether integration of information occurs when the information is presented partly in the verbal modality and partly in the pictorial modality; in other words, does cross-modality integration occur? (Author/RK)

Males and females from grades 3, 6 and college viewed sets of five or seven letters in a 4x4 matrix and remembered either names of the letters, positions of the letters within the matrix or both letters and positions. At all grade levels females remembered letters better than positions, males did equally well on both. (MS)

Representational and transformational visual imagery instructions were manipulated within two passage types (name and occupation), along with no-strategy control instructions for each passage type. Transformational imagery instructions were effective on the more difficult to remember name passages. Representational imagery instructions were not…

An experimental lesson plan on sewing machine tension was developed for blind and sighted students in an attempt to teach this concept more effectively. Tactile/verbal aids were used in the experimental lesson to increase the potential for student comprehension. The experimental lesson produced better results for both groups of students even…

A stages-of-learning model was used to examine effects of picture-word manipulation on storage and retrieval differences between disabled and nondisabled grade 2 and 6 children. Results showed that disabled students are poorer at memory tasks and in developing the ability to reliably retrieve information than nondisabled children. (Author/RH)

Six experiments investigated loss of availability of surface form in sentence comprehension. Explanations for the loss included: (1) linguistic hypothesis; (2) memory limitations hypothesis; (3) integration hypothesis; and (4) processing shift hypothesis. (LMO)

Differential incentive values of verbal stimuli were tested under conditions of high and low reinforcement. Results indicated the 40 fifth grade boys acquired responses faster when high preference items were used. (ST)

Research supported by a grant from the National Research Council of Canada. (RS)