A modification of Posner's letter-matching paradigm is employed to study the development of abstract visual and name codes for letters in second, fourth, and sixth grade students. (CM)

Examines the latency of associative activation in memory by varying the stimulus onset asynchrony (SOA) between a prime word and a test word, thereby establishing the minimum SOA needed to produce a significant associative priming effect on lexical decision times. (Author/RK)

Two experiments found reduced proactive inhibition when subjects were induced to use the nonpreferred components of a compound stimulus during first-list learning. (Editor)

Significant effects obtained in the modeling condition seemed due to the generalized increase in speech duration facilitated by the use of a model. Similarities and differences between instructions and modeling procedures are discussed. (Author)

The associations from phoneme to grapheme appeared to be considerably easier than the associations from grapheme to phoneme. (Authors)

Findings suggest that humor facilitates the recall of incidental but not intentional learning. (MB)

Results were interpreted as support for the hypothesis that making associations to verbal units facilitates recall and that reaction time is an index of the facility with which associations can be made. (Authors)

Four experiments using varying methodological factors examined the frequency theory of verbal discrimination learning. (MB)

Extensive, yet selective, changes in word associate choices were obtained with the procedures presently studied; suggesting that simple nonverbal," response formats may facilitate investigation of cognitive and social behavior in young children. (Authors)

A grab bag of ideas for working with learning-disabled children in the areas of reading, writing, spelling, and arithmetic. (RB)

Studies conducted among the Kpelle of north central Liberia whose present cultural milieu offers unique possibilities for studying the role of particular experiential factors, particularly education, on the development of paradigmatic response. (Authors)