Special issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; extracts from the writings of P. Guberina. (VM)

Concept labeling and use of complex solutions is facilitated by instructions to verbalize concurrently with initial stimulus presentation. Older subjects who delay verbalization until after task completion are less effective in using relevant stimulus dimensions for solution and more closely approximate the performance of younger concurrent…

Performance demonstrated that the conceptual style and cognitive tempo of the model changed the styles and tempos of the Ss and that these effects generalized to independent tasks. (Author)

Article describes two processes in free recall: a retrieval process and a recognition process. Experiments confirmed the predicted dissociation of recognition and retrieval. (Author/ML)

Research deals with symbolic peer-modeling -- one child modeling another child's ideas. (Author/MB)

Results appear to indicate that the belief systems of the young child about the attributes of a stimulus person can be altered extensively by introducing characteristics completely unrelated to these attributes into the semantic representation of that person. (Authors)

Revised version of a paper presented at the Annual TESOL Convention (Teachers of English to Speakers of Other Languages) in New Orleans, Louisiana, on March 5, 1971. (DS)