Twenty-eight first grade children were taught letter-sound correspondences according to massed and spaced formats. Used a paired associated format that required the children to produce the appropriate sounds in response to visually presented letters. (HOD)

Determined that kindergarten children needed more trials to learn a list of similar than dissimilar words but made fewer overgeneralization errors on subsequent transfer tasks. (HOD)

Argues that a broad dimension of useful experiments would be suggested if the field supplemented its current research strategy with a second strategy focused more explicitly on the extension of generality. (HOD)