To study the development of selective attention in children a paradigm was developed in which certain features of the stimulus were designated as relevant for task performance while others were defined as incidental. Performance on the central task was assessed as well as later recall of information about the incidental stimuli, and these two…

The experiments discussed in this report are designed to explore the relationship between language and thought and implications for foreign language learning. Three basic issues are considered: whether or not thought and language are sufficiently distinct to require separate attention and planning as distinct factors in language teaching; the role…

This book was written to clarify the role that theatre plays in the life of children. Its contents include a prologue, eleven chapters, and an epilogue. In the prologue, the truly educated person is described as one who has learned to make controlled use of all his capacities. Participation in role-playing experiences, such as involvement with the…

This is volume 2 of research reviews of studies about young children. It is a sampling of information about child development research in the form of 16 review articles. Particulars of research illustrate varied strategies used by contemporary scientists. It illustrates problem attack and evaluation of information. Subjects include: About…

Approximately 250 remedial lessons in auditory training for the elementary school child are presented for six major areas: auditory reception, auditory discrimination, auditory memory, auditory sequential memory, grammatic closure, and auditory association. The lessons are designed for the child who has adequate auditory sensitivity, but who does…

In this paper early and later development of knowledge of syntactic structures and this development in language-disordered children are reviewed. Theories that have been presented to account for syntactic development (cognitive, cognitive-semantic and social-environmental) are discussed. Early developmental data indicate that there is not a…

Addresses the relevance of cognitive research in memory processes and auditory information processing for the resolution of policy issues concerning the regulation of popular music. Offers several assumptions regarding music listening, and suggests appropriate research methods for resolving questions surrounding music listening and regulation.…

Using a new method, 48 children in an elementary school in Rome, Italy, were taught a foreign language (26 English, 22 German) and tested after three years. The authors attempt to explain the variation in test results in terms of the students' attention, memory, and phonetic discrimination. (CFM)

Administered neuropsychological tests to alcoholic subjects before and after their participation in two weeks of memory training, training in problem-solving techniques, or no training. The problem-solving group showed greater improvement on problem-solving tests but not on memory or perceptual-motor tests. Younger subjects in the memory training…

To estimate reading difficulty of items on a sentence repetition task, a study had 50 adult English as a second language (ESL) students repeat each of 26 sentences immediately after two presentations. High-difficulty items were derivationally more complex than low-difficulty items, and the most difficult items involved the processing of…

Discusses the results of a study on the limitations of short-term memory in terms of its implications for the teaching of chemistry and problem-solving skills. Also includes a description of the Saskatchewan life skills program for disadvantaged adults for coping with change. (ML)

Reports on two experiments that explore the comprehension difficulties of children with normal word recognition ability. Concludes that skilled readers engage in more constructive processing and that comprehension difficulties are not the result of a defective working memory. (SRT)

A study of children with listening comprehension difficulties concluded that these children also have reading problems that must be addressed either through remediation or alternative learning strategies. (SRT)

This study focused on the transition in memory between conceptual knowledge formation and procedural knowledge development. The first variable--display time interval--controlled the amount of instructional display time of each interrogatory example; the second variable--content sequence--sequenced examples according to response-sensitive decision…

Time-of-day effects on children's incidental visual memory for words and ability to solve verbal analogies were investigated. Thirty-six normal, learning disabled, and educable retarded children were assigned morning or afternoon learning/recall sessions. All showed afternoon superiority for superficially processed words, but no differences for…