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)

Suggests that susceptibility to hypnosis and creativity are significantly related and utilizes data to support a regression theory of creativity and hypnosis. Bibliography, tables, and graph. (RW)