Supports previous findings that preschool children evidence significant amounts of subvocal speech, and that a significant relationship between recall and subvocal speech exists for boys but not for girls. (RL)

White and black fifth grade children, representing two levels of self-concept and social class, recalled nouns which they had prerated for likability. High self-concept white children recalled positively rated words more readily than negatively rated words, while high self-concept black children recalled negative words more readily than positive…

Verbal sequence training was used to teach a moderately mentally retarded woman to sequence job-related tasks. Learning to say the tasks in the proper sequence resulted in the employee performing her tasks in that sequence, and the employee was capable of mediating her own work behavior when scheduled changes occurred. (Author/JDD)

Mild and moderately mentally retarded adults were presented with videotape recordings of standing broad jump practice to assess the effect of feedback as a teaching technique. Results indicate that videotape and extrinsic verbal feedback did not positively affect skill mastery or acquisition. Recommendations for further research are offered. (DF)

The false recognition procedure was used to determine the relative dominance of visual and verbal memory organization at two grade levels. The results indicated that visual encoding was predominant for first graders, but that both visual and verbal encoding occurred with fourth graders. (MS)

Describes two experiments in which Ss were given 48 trials, using word lists as stimuli, followed by an unexpected final free recall test. (Author/RM)

Research supported by a grant from the U.S. Office of Education. (DS)

It was hypothesized that verbal ability becomes increasingly differentiated from other abilities such as numerical, spatial, and perceptual, and increasingly specific and similar in structure to the ability of groups with more learning experience. (Author)

Discusses the oral language learning processes of children; a paper presented at annual convention of National Council of Teachers of English (59th, Washington, D. C., November 29, 1969). (Author/SW)

In three experiments, performance of children in grades ranging from 1 to 9 was investigated in a repeated trials, free recall experiment. Although performance on the accuracy and clustering measures increased with grade, interactions between grade and other independent variables were generally lacking. (Author/WY)