This paper describes some of the more spectacular range effects reported in the literature. (Author)

Uses an innocuous tone as the imperative stimulus, or unconditioned stimulus, as in a forewarned reaction time situation but with no overt response required. Evidence of conditioning and generalization to words is obtained. (Editor/RK)

Four-year-old boys and girls initially named and matched by form more often than by color. Also, agreements involving form names and matches occurred more often than agreements involving color names and matches. (Authors)

Examines the effects of different-intensity unconditioned stimuli as well as generalization to related and unrelated test words. Its results indicate that semantic generalization is not a consequence of mediated generalization as traditionally conceived. (Editor/RK)

Effect of instructional conditions on the nature of memory errors was studied using a false recognition procedure. (Authors)

Children's imitation of a model's sentence structure, word content and use of present, imperfect or future tense verbs was studied in third and fourth graders. (Authors)

Three studies are reported which investigated the role of four variables in semantic generalization: Intentional versus Incidental learning instructions, associative and semantic relationships of the generalization stimuli (GSs) to the critical stimuli (CrSs), and rate of CrS presentation. (Author)

The high degree of predictability of Finnish orthography is reflected in a uniformly high ability of school children by the end of the first grade to pronounce unfamiliar words from their spellings. (Author)

The possible interaction between age-relevant facilitative instructions and the occurrence of phonetic and semantic generalization was investigated. (Author)

Predictions for multidimensional generalization were derived from Hull-Spence learning theory, and an experiment is reported that was designed to test this aspect of the theory. Alternative to this analysis is presented in PS 502 062; authors respond in PS 502 063. (Authors/MB)

The norms of behavior and the expectations of a child's primary groupings were examined to determine if they were consistent with those of the larger, more impersonal society. If the norms and expectations were consistent, then primary socialization was likely to be important in shaping the child's sense of nationality. Thus, the school could be…