Study supported by a grant from the National Institute of Child Health and Human Development. (RS)

Alternative analysis to study reported in PS 502 061. Rejoinder presented in PS 502 063. (MB)

Of interest in the present experiment was the demonstration of the immediate direct effect of anticipation interval: the performance advantage of a chaining-paradigm group over a nonchaining-paradigm group was lost completely when the anticipation interval dropped from 4 seconds to 1 second. (Authors)

Concept labeling and use of complex solutions is facilitated by instructions to verbalize concurrently with initial stimulus presentation. Older subjects who delay verbalization until after task completion are less effective in using relevant stimulus dimensions for solution and more closely approximate the performance of younger concurrent…

The goal was to psychophysiologically differentiate covert linguistic behavioral patterns when one silently answers YES" versus NO" to questions. (Authors)

The article presents experiences of the author that lead him to conclude that instructions of a test item sometimes inhibit mathematical activity. The low-ability student is often unable to translate written instructions into action because he is not familiar with acceptable methods. Student reaction to the term proof" receives greatest…