The possible effects of acquiescence response style upon endorsement of items in the Vocational Development Inventory-Attitude Scale were investigated. It was concluded that responses to the VDI-Att are not significantly affected by acquiescence; rather, it was hypothesized that they can be conceptually related to discrimination learning…

The results show that selective attention to color or form can be experimentally changed and is not developmentally determined for all Ss. (WY)

A version of the paper was presented at the American Association on Mental Deficiency (Boston, May, 1968). (JM)

Two normal and two mentally retarded children were trained to earn pennies by pressing a key according to a multiple variable-interval extinction schedule of reinforcement. Retarded children differed from normal children by producing more positive than negative discriminative stimuli. (Author/DB)

Tests the effects of stimulus variability on overgeneralization and overdiscrimination errors in children and adults. The subjects (n=64), adults and five-, seven-, and nine-year-old children, participated in a visual discrimination task. (CM)

Results indicated the following: unitary stimuli were easier to encode; partitioned stimuli were easier to recode; recoding was much more difficult than encoding; extended training improved performance; second graders were slightly better at encoding and much better at recoding than were kindergarten children. (Author/DB)

Longitudinal data gathered on 24 children at 51 months of age and at earlier ages suggest that children currently characterized as faster habituators, in terms of first fixation data, may be somewhat advanced cognitively compared to slower habituators. (Author/DB)

Results of an experiment using perception and discrimination learning tests showed that, in children, perception is affected by labels, perceptual learning, and selective attention. These effects are determined developmentally. As age increases, the effects of verbal clues decrease and those of perceptual clues increase. (PMJ)

Examines the concept that all perceptual development seems to involve the tactile or sense of feel and attempts to comprehend this relationship. Its implications for teaching reading and for developing instructional techniques are also considered. (Author/RK)