Examines Kolers and Smythe's 1984 paper on the computational approach to cognition. Considers: (1) five specific criticisms of the computational approach, (2) their analysis of the conceptual basis of symbolization, and (3) their proposed alternative approach. Summarizes their position and discusses its shortcomings. (SED)

Discusses Kolers and Smythe's 1984 paper on the computational approach to cognition. Suggests some factors that support the continued emphasis on the analytic approach of the psychological representation of knowledge, but also acknowledges that they have provided a useful set of distinctions and at least one vocabulary for describing them. (SED)

Teaching exceptional children to use verbal cues to control nonverbal behaviors is suggested as a procedure for establishing adaptive behaviors and as a self-management strategy for ensuring generalization and maintenance of new responses. (Author/CL)

The priority effect being studied is higher first-list than second-list recall induced by the absence of an immediate test on the first list. The hypothesis that this effect is caused by the subject's expectation of a later test was tested in this experiment. (Author/RM)

Discusses the process and role of chunking of items, with further organization of the chunks, in verbal learning. (RM)

Subjects compared the magnitudes of pairs of concepts from the semantic orderings of time, quality and temperature. Results showed that the semantic representations of ordered terms contain subjective magnitude information. (Author/RM)

Methods of teaching the alphabet to English speaking children are discussed. (CK)

Primary purposes of the study were to determine if mentally retarded students, when compared to nonretarded students, exhibited a deficit in the early stages of rote verbal learning, and whether such an early stage deficit could be reduced by pretraining. (KW)