The paper reviews research dealing with the process of reflective abstraction, analysis and modification of one's own behavior, in learning disabled students. A study was conducted to test the hypothesis that children with a working memory of three pieces of information, who are inclined to employ self-terminating processing strategies because of…

The study analyzed short-and long-term memory processes in learning disabled (LD) children and compared them with normally achieving peers. Research on memory processes in LD children is reviewed and methodological limitations noted. Thirty-six normal and 36 LD Ss (8-11 years old) were asked to remember consonant trigams using one of three…

The paper reports on two experiments in Braille learning which compared blind and sighted subjects on the immediate recall of haptically-examined Braille symbols. In the first study, sighted subjects (N=64) haptically examined each of a set of Braille symbols with their preferred or nonpreferred hand and immediately recalled the symbol by drawing…

A review of the literature on attribution theory suggests that attributional templates may be similar to balanced structures, in that they are cognitive constructs that have an organizing influence on thought processes and exert a similar organizational influence on the memory for social information. Therefore, the three basic attributional…

The Bransfrod and Franks procedure of 1971 for studying the abstraction of linguistic ideas was employed in a sentence memory task but with a recall test substituted for the usual recognition test. (Editor)

Recognition memory, defined by novelty preferences, was found to vary over 4 discrimination tasks as a function of length of familiarization for 5-6-month-old infants. (ST)

Confirms Denny's hypothesis of an incidental learning deficit in retardates. (RB)

Two experiments tested the Conceptual Dependency Theory, stating that verbs are represented in memory as combinations of actions and relations encoding underlying conceptual structure. Experiment I results supported the conceptual complexity hypothesis, while II rejected complexity for imagery as the predictor of performance. (CHK)

Thirty kindergarteners, 15 who substituted /w/ for /r/ and 15 with correct articulation received two perception tests and a memory test that included /w/ and /r/ in minimally contrastive syllables. (Author)

Research undertaken in the Program of Research on Social Attitudes, Institute of Behavioral Science, University of Colorado--Publication number 115 of the Institute.