The position is confirmed that both types of information feedback improve retention, but the delayed information feedback method is more effective. From this study it can be postulated that feedback in general does improve performance. (Authors/CB)

Results indicated that negative instances were an integral part of concept acquisiton. The relationship between the positive and negative instances was based upon similarity of irrelevant attributes and sentence difficulty. (Author)

Conclusions from five experiments were: that the frequency of implicit associational responses has minimal effect on verbal-discrimination and two-category classification learning; and that the intrapair associations which do develop in verbal-discrimination learning are not critically involved in the making of those discriminations. (Authors/CB)

Results showed that imagery and frequency factors have independent and additive effects in verbal discrimination learning. (Author)

Article describes an experiment showing through paired associate testing how different groups can have the same total learning time. (Author/MM)

Author observed four kindergarten classes where teachers were able to speak Spanish; Spanish-speaking children, by various methods, learned skills and content at the same rate as English-speaking children did. (SP)

The interference effect of subsequent learning on the retention of material already learned is investigated employing difficult prose passages and a recall test. (PR)

Various teaching methods are suggested for the teaching of spontaneous choral reading to fifth and sixth grade students. Examines differences between choral reading and spontaneous choral reading. (RB)