Using a network of comparisons, B. Hayes-Roth and F. Hayes-Roth found that subjects performed better on adjacent than on nonadjacent comparisons. Results suggested that such networks are processed in a manner fundamentally different from simple linear arrays. Here subjects were required to learn a similar knowledge structure. These results…

This research investigates whether subjects who receive the premises for a linear ordering in story format acquire a different memory structure and use a different solution algorithm than subjects who receive the same premises in equation format. (Author/RK)

The tasks with item and position probes seem similar. Given an item probe, a subject must recall its position in the spatial array; given a position probe, the item in that position in the array. Analysis of correct responses and latencies showed that item and position probes yielded different results. (Editor/RK)

Presents a computer program written in BBC BASIC to create fractal patterns. Discusses program modifications and gives graphic examples of changes. (JM)

Research supported in part by grants from the U.S. Public Health Service and the University of California, Los Angeles. (DD)

The performance of the older subjects (10 years and up) was facilitated by the organizational cues, whereas that of younger subjects was not. (Author)

Results demonstrate that the relationship between the structure of positive and negative instances within a learning series is also critical to concept learning when the concepts are presented in a nondimensioned way. (Authors/CB)

The time-series process postulated is a more general form of the integrated moving average model than for which estimation and testing procedures were formerly available. (Author)

Study concerned with the mechanisms in terms of which the developmental transformation from one cognitive structure to another occurs. (Author)

Considers the controversy between Bruner "et al." (1966) and Piaget (Inhelder & Piaget, 1964) followed up by Sinclair-de-Zwart (1967) concerning the role of language in the cognitive development of children between the ages of 5 and 7. (Author/RK)

Twenty-two children (ages 5-8) with mild mental retardation who received learning set instruction on unidimensional classification and seriation improved on these precursors to concrete operations; 22 children who received more conventional instruction did not. Improvement on classification and seriation was accompanied by improvement on measures…