Presents a method which draws upon students' imagination, creativity, and associative abilities and engages them in the language learning process. (Author/AM)

Elaboration and overt rehearsal are compared as instructional paradigms for memory retention. Superior long-term retention was produced in the elaboration condition when the initial acquisition effects were statistically removed. Short-term data suggest acquisition was complexly affected by experimental condition, I.Q., and task. Elaboration…

Children show less evidence of nominal realism (treating the name and its object as the same) after participating in an arbitrary naming task, but older children do not show as much development away from nominal realism as Piaget postulated. (RL)

The time course of the spread of activation in lexical memory was studied using naming latency as the measure of activation in a variable-duration priming paradigm. (Editor)

An adaptation of the Fluency in Controlled Association subtest of the Boston Diagnostic Aphasia Examination was administered to language-disordered (N=123) and non-disabled (N=286) kindergarten through ninth-grade students. Lack of significant differences on this task suggests that it may not be an appropriate screening device for identifying…

The cognitive movement emphasizes perception and memory and deemphasizes learning, retention, and transfer (as in traditional associationism). A general reconceptualization of learning and retention makes these concepts subordinate to the concept of transfer and emphasizes prior knowledge, skills, and attitudes. A general information processing…

The author describes his research experience in identifying potentially unique learning characteristics of gifted students. Visual imagery, mnemonics, spatial organization, and higher level verbal learning strategies are explored. Among broad conclusions reached is the perception of gifted students as active learners who spontaneously transform…

Describes two studies in which young children were shown pictures that represented sound with postures and contexts, with conventions, and with combinations of information. Shows that the different types of pictorial representation of sound were not equivalent in their ability to evoke a correct interpretation. (HOD)

The keyword method was compared to the context method of learning new vocabulary in two experiments with undergraduate subjects. In both experiments the keyword method produced significantly greater definition recall. Implications for vocabulary learning theories in particular, and discovery learning approaches in general, are discussed.…

A reinforcement schedule and spatial titration method were used to determine task-reinforcement area separation most preferred and effective in two third-grade boys. Errors in task performance decreased task-reinforcement area separation, while correct responses in task performance increased task-reinforcement area separation. (Author)

A curriculum containing the key concepts of the basic disciplines in selected sciences, arts, and humanities would function to help individuals understand their world and to enrich the store of images and categories with which they can think and feel and choose as educated (cultivated) persons. (Author/MLF)

Present study attempted to alter the word association behavior of young children by the use of a training technique closely resembling controlled association. (Authors)

The possible interaction between age-relevant facilitative instructions and the occurrence of phonetic and semantic generalization was investigated. (Author)

Results indicated that verb emission increased significantly across time for experimental group subjects as compared with control groups subjects when the operant level procedure was omitted. (Author)

Both acquisition and retention were better when the hierarchy was learned graphically rather than as a list of associations, although the effect was greater on acquisition than on retention. (Authors)