Programing methods and response modes were investigated to determine effective training methods. The identification and pronunciation of phonetic symbols were taught using two different methods of programing (prompting and confirmation) and two methods of response (overt and covert). Achievement was measured on both a multiple choice test and a…

Theorists have argued that the relatedness of words depends upon the degree to which they are associatively connected. Hierarchies of association have been established using two experimental methods: (1) the procedural method, and (2) the repetitions method. Since the results of the two methods have proven to be somewhat inconsistent, a study was…

A discussion of the recent diagram and attention theory and research surprisingly suggests that a single flow diagram with instructive questions constitutes an effective learning medium in terms of verbal chaining. (Author)

Partial pictures facilitated performance when presented with verbal information, but not when presented with the test questions. Sentence repetition facilitated performance only on questions presumed to reflect relatively shallow information processing. (Author/STS)

This study investigated the role of semantic variables, derivable from multidimensional scaling, in search and decision processes. (Author/RM)

Provides evidence of the existence of serial position and isolation effects in a classroom lecture simulation involving extended meaningful discourse. Isolating an item facilitated learning of that item. (Author/DEP)

Attempts to define how the amount of realistic detail in a visualization affects subjects' achievement. (KS)

Twelve mentally retarded and 12 nonretarded adults were compared in a Brown-Peterson short-term memory task for the retention of words and pictures over intervals up to 30 seconds. The retarded subjects forgot more rapidly over the initial 10 seconds. They also retained pictures better than they did words. (Author/DB)

Two groups of children (ages 8 and 12) with reading disabilities and verbal deficits were given a memory-for-colors task designed to evaluate intra- and intermodal serial memory functioning. Results suggest developmental differences in relative influence of specific modalities in immediate memory functions, but emphasize intramodal verbal factors…

In two studies of verbal instruction of young mentally retarded adults, increasing the speed of verbal instruction reduced the level of nonverbal performance, particulary in subjects with poor nonverbal scores. Slight increases in speed of instruction can have major and negative impacts. Redundancy in verbal instruction inhibits nonverbal…

A writer and illustrator of works for very young children outlines his approach to the creation of picture books and suggests areas that need to be researched about their role in the development of visual and verbal literacy in children. (RBW)

Explores the extent and accuracy of the subject's knowledge concerning his previous memory performance. (Author/RM)

It was hypothesized that Ss hearing sentences containing reported utterances would confuse these sentences with new sentences containing illocutionary forces or perlocutionary effects consistent with the original sentences. Predicted effects were found in recall for illocutionary forces and in recognition memory for perlocutionary effects.…

The purpose of this study was to examine the relationship of comparison levels (standards of achievement), test anxiety, and ongoing self-reported affect to performance on a classroom type complex verbal learning task. (Author)

Tests were made of the effects of conceptual associations among words, a type of associative relationship not previously manipulated, on verbal discrimination learning. (Editor)