The relationship between visual and auditory performance and reading achievement came under scrutiny in this study. It was thought that both poor and average readers would perform better on auditory tasks than on visual ones but that this discrepancy would be considerably greater for the poor or retarded reader. Seventy-two children from grades 1,…

This paper examines several recent lines of research concerning category clustering and describes an alternative to the standard category clustering procedure used to study recall organization in younger children. The specific issue considered is the age at which children first show evidence of spontaneous category clustering in their free-recall.…

Four experiments were conducted to assess the effects of certain stimulus variables on children's discrimination learning. In general, it was found that word frequency was negatively related to discrimination learning as long as the words were meaningful to the subjects. Moreover, the relationship between word and performance reversed in…

To determine the ability of both black and white children to repeat sentences which conform to the grammatical rules of standard versus nonstandard English, and to examine how attendance at racially and socioeconomically integrated versus segregated schools affected performance in standard and nonstandard English, third and fourth graders were…

Age and instructional differences in the representation of pictorial information were investigated in a recognition memory task. A total of 56 nursery school and 40 college-age subjects observed pictures under name labeling, color labeling, imaging, and no label instructions. Subjects were then tested for retention of object identity and color…

The two-level theory of mental abilities posits two broad classes of ability: level I (learning and memory) and level II (the "g" factor of intelligence tests, reasoning, abstraction, and problem solving). Levels I and II are hypothesized to interact with SES and/or race such that: (l) SES differences are greater for level II than for I,…

Twenty variables comprising the subtests of the Frostig, Illinois Test of Psycholinguistic Ability, Appalachia Preschool Test and the Peabody Picture Vocabulary Test raw score were factor analyzed by a principal component solution and an orthogonal rotation of the factor matrix. Although the different subtests were designed to measure specific…

This report on speech research contains 21 papers describing research conducted on a variety of topics concerning speech perception, processing, and production. The initial two reports deal with brain function in speech; several others concern ear function, both in terms of perception and information processing. A number of reports describe…

Two experiments concerned with memory and comprehension of prose passages were conducted with children from second through seventh grade. In both experiments the major variable was the provision of appropriate frameworks for comprehending ambiguous sections of the passages. In the initial experiment, recognition of theme-congruent and…

A recognition paradigm was employed to assess developmental changes in memory for within-sentence (premise) and between-sentence (inference) information from 16 brief prose stories. Eleventh graders retained significant amounts of both premise and inference information, while fifth graders showed substantial retention only for premise information.…

Subjects read narratives about a meal at a fine restaurant or a trip to a supermarket. The same 18 items of food, attributed to the same characters, were mentioned in the same order in the two stories. As predicted from current formulations of schema theory, foods from categories determined to be part of most people's restaurant schemata were…

In this study the effects of operational level on the quality of children's questions and on their free recall were investigated. Subjects were 65 second-, fourth- and sixth-grade children. Children's operational levels were decided by their performance on nine Piagetian tasks. A question asking task was used to study their question quality. At…

This paper describes a series of studies which examine the early development of recall. Subjects were children about 2 1/2 and 5 years of age. Recall was tested on nine-item lists which were either composed of three objects from each of three conceptual categories or nine objects from nine different conceptual categories. Age differences were…

This study had two major objectives. The first was to determine if the effects of verbalization found by Taylor et al (1971) could be extended to a culturally disadvantaged junior high age population; the second was to determine if the effectiveness of verbalization is situation-specific, restricted to the particular list which is verbalized, or…

Naming tasks were used in two studies to test for conceptual organization in young children by comparing the latencies for naming objects in primed vs. non-primed conditions. In the primed condition, a taxonomic category was primed by prior activation of a coordinate member of the same category. In Study 1, 54 kindergarten children were randomly…