Classifies subjects as cognitively simple" or cognitively complex" and notes that the latter are much nore successful at reconciling inconsistent information than are the former, whose impressions are formed by the information which makes the greatest impact. (RW)

Several experiments with 8- to 9-year-old children are reported to demonstrate that "decalage" observed between success in problems of conservation of weight, volume, and density is due to the different task situation as presented by Piaget and Inhelder. (Author)

The Beginning Teacher Evaluation Study, using a behavioral approach, sought to identify classroom conditions and activities that foster student learning. A study that focuses on both affective and cognitive variables of the teaching-learning process is also needed. (CJ)

Administered a complex reaction time task to 47 learning-disabled and 41 control children. The preparatory interval between a warning and act light was manipulated for length and regularity. Results indicated that the inability to sustain attention over time, rather than momentary inattentiveness, distinguished the two groups. (Author)

Adults read stories; then made plausibility judgments about statements with respect to the stories. The inherent plausibility of the queried statements, the amount of attention subjects focused on information necessary for making a judgment, and the interval between presentation of the relevant information and the test probe were varied.…

Two experiments demonstrated that a priori expectations and context increase the benefit gained from a preview of a word in parafoveal vision. Subjects named visually presented words preceded by a "preview" stimulus with and without constraints. Subjects combine two sources of information so as to derive a benefit. (Author/RD)

Earlier research with the lexical decision task led to the hypothesis that semantic context facilitates the encoding of words related to the context. Six experiments which employed different tasks (e.g., making a lexical decision) and different experimental paradigms (e.g., tachistoscopic exposures with masking stimuli) further investigated this…

A new technique for determining children's subjective organization of speech is described. The technique required subjects to memorize a target sentence, and then to respond with the second next word when the sentence was interrupted by the sound of a tone. (MP)

Subjects named or categorized a picture preceded sometime earlier by itself or by its verbal label, as well as a word preceded by itself or a pictorial counterpart. Pictures clearly profited more when the task was naming, whereas words profited more when subjects performed a categorization task. (Author/GDC)

A target paragraph was embedded in one passage where the target was of major importance, and one where it was of minor importance. Free recall, reading time, and usage of cognitive capacity were measured. There was greater recall when the target was important. The selective-attention hypothesis was not supported. (Author/GDC)

The spread of encoding concept was tested visually by having subjects view pictures which varied in contour completeness. The hypothesis was supported that as contour completeness decreased, the amount of perceptual analysis and memory performance would increase. (Author/MH)

The results suggested that all Ss used similar temporal frames of reference, but that hearing impaired Ss demonstrated developmental lags. (Author/DLS)

A reaction time paradigm was used to investigate developmental differences in ability to rotate and compare imaginal representations. Subjects were 16 children from the third and fifth grades, and eight college students. (Author/MP)

Separate experiments focusing on attention to multiple stimuli, psychological refractory period, and motor coordination demonstrated that emergent aspects of the whole situation must also be considered. Performance under divided attention reflected an interaction between resource limitation, single task processes, and emergent aspects of the whole…