The effects of the relationship between the presentation of a verbal stimulus ('right') and an established reinforcer (M & Ms) on the reinforcement efficacy of the verbal stimulus were tested with three groups of retarded boys. (Author/CS)

Eight sentences with high associative connections between their major elements (hi-m sentences) were generated from the Michigan Restricted Association Norms (Riegel, 1965a, b). Eight additional sentences with no or low association connections (lo-m sentences) were derived from the hi-m sentences by a scrambling procedure. All sentences were of…

A sample of six newborn infants were picked up when spontaneously awake, and were presented recorded mother-talk while being held to the shoulder. Control groups received the same recorded stimulus while awake in the crib or received no stimulus trials. (Author/JMB)

In a classification task, preschoolers matched a target stimulus with a conventional category, a visually similar item that cut across conventional categories, or an unrelated item. Items were presented in picture, verbal, and picture-verbal conditions. In all conditions, conventional classifications outnumbered visual ones, and this difference…

Although a student may not be able to verbalize a concept, he may very well have a good grasp of it. Nevertheless, in order to achieve this understanding, he most likely was exposed to some type of verbalization. (CK)

Many models of spoken word recognition posit the existence of lexical and sublexical representations, with excitatory and inhibitory mechanisms used to affect the activation levels of such representations. Bottom-up evidence provides excitatory input, and inhibition from phonetically similar representations leads to lexical competition. In such a…

The present studies were undertaken to examine the effects of manipulating delay-interval task (Study 1) and timing of feedback (Study 2) on acquisition and retention. Participants completed a 100-item cumulative final examination, which included 50 items from each laboratory examination, plus 50 entirely new items. Acquisition and retention were…

Supplementary stimulation was supplied for 30 minutes per day for approximately six weeks to 156 normal, full-term institutionalized infants prior to adoption. The Gesell Developmental Schedules were administered regularly (until age 27 months), to determine whether development had been enhanced by the treatment. (JMB)

Paper based in part upon a PhD dissertation submitted to the University of Waterloo, and supported in part by the Ontario Mental Health Foundation (Project No. 76).

ONE GROUP OF 16 SS (SUBJECTS) WAS GIVEN A RANDOMIZED LIST OF WORDS THAT CONTAINED EIGHT SERIES OF FOUR ASSOCIATIVELY RELATED NOUNS, WHILE ANOTHER GROUP OF 16 SS WAS GIVEN A RANDOMIZED LIST OF WORDS THAT CONTAINED EIGHT SERIES OF FOUR ASSOCIATIVELY UNRELATED NOUNS, AND THE TASK FOR BOTH GROUPS WAS TO WRITE A STORY THAT CONTAINED THE NOUNS FROM THE…

THIS STUDY WAS CONCERNED WITH THE SYNTACTIC RELATIONSHIPS WITHIN WHICH ASSOCIATIVELY RELATED AND ASSOCIATIVELY UNRELATED NOUNS APPEAR IN SENTENCE PRODUCTIONS. TWENTY SS (SUBJECTS) WERE ASKED TO WRITE SENTENCES THAT CONTAINED FOUR NOUNS. THE HIGH ASSOCIATION (HA) SS WERE GIVEN GROUPS OF ASSOCIATIVELY RELATED NOUNS, AND THE LOW ASSOCIATION (LA) SS…

A STUDY WAS CONDUCTED TO DETERMINE HOW ADULTS ADAPT TO DIFFERENT PASSAGE ORGANIZATIONS AND STIMULI WHICH PLAY A CRITICAL ROLE IN GOVERNING READING BEHAVIOR. A MODEL OF READING IS DESCRIBED WHICH STATES THAT SUBJECTS ENTER A MINIMAL SET OF STIMULI INTO MEMORY WHICH GOVERNS SUBSEQUENT FEEDBACK CONTROL, AND THAT SUBJECTS ALLOW PASSAGE ORGANIZATION TO…

This study examined the feasibility of one method of investigating the development of children's implicit awareness of syntactic patterns. An enriched version of the free association format was used to test 32 subjects. The principal variables of interest were the subject's grade level, and the syntactic pattern and meaningfulness of the semantic…