To develop and test a scheme for analyzing adult-child verbal interaction, tape recordings of such interactions were made in 12 homes representing high verbal ability and average verbal ability. Dialogues obtained were coded in nine categories of utterances, and their frequency and patterning were related to the verbal ability of the 12 7 1/2- to…

To examine the influence of two variables--prompting versus confirmation, and verbalization--on learning, 60 high school subjects used programed instruction under six randomly assigned treatment conditions to learn to write computer programs. The rules group periodically wrote out the programing rules; the naming group subjects named the rules;…

Reports on a study that sought to test theories which predict that spacing between two items to be learned improves the probability of remembering at least one of the items. (AM)

Three experiments use a tachistoscopic word recognition task to investigate how skilled readers covert visual input into a speech-related or phonological code during reading. (Author/NCR)

The author answers responses (EC 222 813-814) to his paper, "Self-Regulation and Mental Retardation" (EC 222 812). Research is encouraged into questions concerning the extent complex and independent adaptive behaviors can be taught to the retarded and the comparative effectiveness of verbal mediators or alternative approaches in…

Parents of four nonverbal and four echolalic autistic children, aged five-nine, were trained to increase their children's speech by using the Natural Language Paradigm. Following training, parents increased the frequency with which they required their children to speak, and children increased the frequency of their verbalizations in three…

Describes a study of undergraduate students at Pennsylvania State University that was conducted to assess the impact of instructional color coding on visually and verbally oriented tests and on field dependence independence. Use of the GEFT (Group Embedded Figures Test) is discussed, and differences in cognitive processes are considered. (11…

Reading encompasses a wide range of verbal processes, among them such simple verbal processes as word decoding, letter recognition, name retrieval, and semantic access. The question is whether simple verbal processing differences are adequate to account for general reading ability differences. Across different verbal domains and different ages,…

Discussed is use of pictorial aids to develop word problem skills for addition and subtraction of handicapped children. (MC)

This report provides a nontechnical summary of a series of studies from a research project with three major foci: memory storage dynamics, memory retrieval dynamics, and coding in semantic memory. A theory of forgetting was developed, involving time and interference factors. Memory traces have two properties: strength and fragility. Consolidation…

Prose-learning strategies are classified in this paper as prose-dependent (those that authors can use to optimize communication) or processor-dependent (those that learners can use to optimize reception) and are cross-classified as stage-setting (those that prepare the learner for upcoming prose information) or storage-retrieval oriented (those…

Three experiments concerned with methods of teaching mathematical concepts to 2- and 3-year-olds were carried out. The first experiment, in which 12 children were taught the concepts "fat" and "skinny," showed that (1) explicit verbal representation of the concepts was a more effective instructional technique than formulation in terms of an…

THIS RETROSPECTIVE BIBLIOGRAPHY OF OVER 1,500 ITEMS IS LARGELY DEVOTED TO VARIOUS TYPES OF ADULT LEARNING AND COGNITIVE BEHAVIOR (CONDITIONING, SKILL LEARNING, DISCRIMINATION, VERBAL LEARNING, PROBLEM SOLVING AND COMPLEX BEHAVIOR, MEMORY, VERBAL BEHAVIOR, AND SET), TO STUDIES ON INTELLIGENCE AND TEST BEHAVIOR (AGE CHANGES, CORRELATIONAL AND FACTOR…

THREE GROUPS OF FIRST- AND SECOND-GRADE CHILDREN, TWO LOWER-CLASS AND ONE MIDDLE-CLASS, WERE ASKED TO LEARN AND RECALL SEQUENCES OF WORDS AT FOUR LEVELS OF CONCEPTUAL DIFFICULTY--NONSENSE SYLLABLES, HIGH FREQUENCY NOUNS, ANOMALOUS SENTENCES, AND MEANINGFUL SENTENCES. IT WAS HYPOTHESIZED THAT THE STUDENTS' VERBAL MEMORY WOULD INCREASE WITH…

THE CHILD'S CAPACITY FOR SELF-ACTUATED INTELLECTUAL GROWTH AND THE POSSIBILITY OF SPEEDING UP INTELLECTUAL GROWTH THROUGH IMPROVED OPPORTUNITIES AND INCREASED STIMULATION WERE STUDIED. SIX EXPLORATORY STUDIES CARRIED OUT DURING THE FIRST TWO YEARS OF THIS PROJECT WERE REPORTED. THE THREE MAIN AREAS OF LEARNING WHICH WERE INVESTIGATED WITH THE IDEA…