The efficacy of mnemonic strategy training for multiple-associate learning was examined with 33 educable mentally retarded children in four primary special classes. (Author/SBH)

Levitz and Ullmann's research (1969) was replicated, based on the findings that normal subjects can increase their number of uncommon associations in response to instructions and reinforcement. Results show that normals change their responses by means of an editing process and suggests this response is a "symptom" of normal flexibility rather than…

First grade children were the subjects for this investigation which focused on the role of meaning in the learning of sight vocabulary. (HOD)

The consequences of presenting graduate education students with a highly structured definition of the concept of curriculum were assessed in terms of the subject's cognitive structure, their attitudes toward the concept, and the nature of discussions which the subjects held with other teachers in their school setting. (Author/NQ)

The learning of backward associations by pigeons during training of forward associations was studied in three experiments using a symbolic matching task. The data are contrasted with the strong evidence of learning of backward associations by humans. (Editor/RK)

The method of transfer learning was manipulated in a study of proactive inhibition. Results suggest that the joint recall of two lists during transfer increases list differentiation and reduces competition between alternative sets of responses on the retention test. (Editor/RK)

This research has three purposes: 1) to determine whether subjects instructed to study silently in a free-recall experiment engage in associative encoding, 2) to test the validity of associative ability as an individual difference variable, 3) to test for an interaction between presentation rate and associative reaction time. (Editor/RK)

Study investigated incidental learning of word meanings from context during normal reading. Effects of word and text properties were examined in detail. Small but reliable gains in knowledge were found at all grade levels and ability levels tested. (RB)

Educable mentally retarded (EMR) 13- to 15-year-olds (N=19) and matched mental-age comparison subjects (N=22) participated in an imagery-based, associative learning pictorial elaboration task, followed by a delayed test of incidental learning. Both groups were able to generate original elaborations, although fluency and incidental learning scores…

Describes four experiments that examined the ability of second- and fifth-grade children and college adults to use "extra-list" cues to retrieve episodic information from memory. Shows that effective cue use varied with both the "match" of cue and event classification, and with the associative structure of permanent memory.…

A structural model of emotions was used to reveal patterns in how children interpret the emotional facial expressions of others. Tests with young children and adults indicate that children organize the emotional domain in a systematic fashion, initially according to pleasure and arousal and later in terms of adult-like categories. (Author/AS)

The contributions of initial stimulus affect and of associative learning to the effects of repeated stimulus exposures were examined in two experiments. (Editor)

Authors conclude that reinforcers provided by the behavioral approach provide immediate, short-range motivation for the child to acquire needed skills and information, while fostering the intrinsic desire to learn. (Author)

A series of three studies is presented, each building on the other to validate the utility of reinforcement value, an affective dimension of meaningfulness based on ratings of likability. (Authors)