Research was designed to extend the encoding variability hypothesis to highly integrated verbal units and to explore the relationship between stimulus and response meaningfulness in an A-C transfer paradigm. (Authors)

Using recognition rather than recall test procedures gives results which are inconsistent with the main features of the visual trace model for short-term memory. (Author)

An experiment is described on the free-recall learning of a list of high-frequency words. The results are consistent with the view that the number of mnemonic units' or chunks' recalled remains constant over trials and over a retention interval of one week. (Authors)

Contrary to expectations the internal'' teacher desired more control of his environment than did the external'' teacher. The study provides an explanation of these findings, forcing a reconsideration of some of the generalizations that have been made regarding locus of control. (Authors/CB)

The Concept Assessment Kit Conservation test was administered to 250 children from 6 countries. Results indicated that the age trends in conservation development for both males and females are fairly consistent from culture to culture. (DM)

It is suggested that altruism is a multidimensional concept and that in the young child its expression may in part reflect differing levels of cognitive development. (Authors)

Major Purpose of the study was to investigate the extent to which aggressive retaliation in boys at three age levels is influenced by two dimensions of hypothetical provocation: accidental versus intentional and verbal versus physical. (Authors/CB)

Purpose of this study is to examine the Foundation course experience of Dip.A.D. students at a provincial college and to relate it to the degree of satisfaction felt on their Diploma course. (Author)

Virginia has a wide gap of educational opportunity among Virginia's 130 local school divisions which, by 10 measurable criteria, is generally unimproved over 5 years ago. (DM)

It is suggested on the basis of these findings and others that the linear effect in previous studies is due primarily to a particular instructional set and is irrelevant to the study of uniquely semantic processes. (Author/CB)

Contrary to expectation, observable surprise proved infrequent in all groups studied. In contrast, changes in conservation judgment were frequent, although the degree of change was reduced somewhat if an appropriate explanation was required. (Author/CB)

Results of three studies indicate that unless a woman is of unusual ability and/or is an acknowledged success, she must expect to be treated inequitably. (Authors/CB)

Results suggest that Ss store some of the auditory and visual information in modality-dependent memory systems and that storage order determines recall accuracy. (Author)

Results showed that recall of verbal material hardly was affected by the eye-movement task but was much affected by backward counting, while nonverbal material was recalled with the same efficiency irrespective of type of distractor, suggesting different types of storage for the two types of material. (Author)

Frequency theory of verbal discrimination learning holds that the correct and incorrect alternatives of each word pair acquire differential frequencies. (Author/MB)