Research reported in this paper is part of a more general investigation into the speech, reading and writing of 5- to 7-year olds. It is designed to trace children's comprehension of instructional terms and their abilities to identify units in written and spoken language while they learn to read. (Author/CB)

It was concluded that pictures are encoded differently depending on task expectation. Parallel access of visual and semantic memory codes occurs; but when recognition is expected, a visual cue provides faster access, and when expecting recall, verbal access is more efficient. (Author)

Revised version of paper presented at the Internationale Hochschulferienkurse, Leipzig, East Germany, 1970. (WB)

Work supported by a grant from the National Science Foundation to Harvard University and by the Language Research Foundation. Considers the properties and use of the word even'' in English. (VM)

Research performed while Shannon Moeser was on a Science Scholarship of the National Research Council (NRC) of Canada, and forms part of this author's doctoral thesis submitted to McGill University. Research also supported by an NRC grant to Mr. Bregman. (VM)

Explores the semantic differential structure beyond the Evaluation, Potency, and Activity (E, P, A) dimensions. (MB)