Study tested the hypothesis that it would be possible for non-professional personnel to achieve the same results as those obtained previously by a trained educational psychologist in counselling retarded readers. (Author/RK)

Results of the three experiments provided little evidence that the scores on associative matching were adversely affected by prior performance on any of the three modified free-recall tasks. (Authors)

The relevance of these findings to previous failures to find transfer and their implications for educational practice are discussed. (Authors)

Interpair acoustic and formal similarity are detrimental to verbal discrimination learning when manipulated individually; even larger performance decrements result when they are allowed to covary. (Authors)

Presolution reversal prevented or significantly retarded learning in kindergarten and first-grade children but did not hinder learning in fifth-grade children. (Authors)

Results were interpreted in terms of an initial tendency for Ss to guess in order of frequency followed by a change to guessing words at the appropriate frequency level. (Author)

Article deals with an encoding variability view of retention. (Authors)

Major finding from this survey is that both anxiety and locus of control do not seem to bear consistent relationships to social class. (Authors)

Using praise and student-initiated ideas, along with avoiding criticism and showing positive regard for the student as a person, characterized teachers who tended to promote the child's own goals. (Editor)

The authors employ Bales' IPA and apply hypotheses from Homans' Human Group'' to present a sociological approach to the scientific study of classroom interaction at the elementary school level. (Authors)

Article examines the problem of individualizing the instructional sequence so that the learning of a second-language vocabulary occurs at a maximum rate. (Author)

A primary purpose of the present study was the evaluation of possible differences in process between the recall and anticipation methods of serial learning. (Author)

In this, the sixth year of recording academic library building data, it is possible to begin a yearly appraisal of change, progress or decline by comparison with the five-year base data published last year. (Author/NH)

Results showed that kindergarten children remember best under conditions in which both verbal and nonverbal stimulus cues are available. (Author)

Results agreed with previous findings that good and poor readers did not differ in mean scan rate when words instead of letters had been used as stimuli. (Authors)