This data on transfer and list identification, combined with those reported by Petrich et al. (1975), strongly suggest that the decision component is the major factor affecting the free recall of successive overlapping lists. This decision component is best described by Anderson and Bower's model (1972) of the roles of list tagging and contextual…

Analysis of 40 first-grade children's performance on two discrimination learning problems revealed that children do transfer dimensional information between the visual and tactual modalities. (Author/JMB)

Three studies involving groups of four- to five-year-old children examined whether the discriminative properties of prompts are critical for establishing a difficult (septagon, octagon) discrimination through time delay. Results confirm superiority of multiple-stimulus, distinctive-feature prompts, implying that stimulus dimensions of prompts are…

Ten mildly retarded young adult males and nonretarded subjects matched for chronological age or mental age were required to recognize both verbal and nonverbal stimuli presented tachistoscopically. Results of a backward visual masking paradigm varying stimulus onset asynchrony (SOA) indicated the retarded subjects performed poorer at the longest…

A total of 630 boys and girls from kindergarten to second grade were asked to compare durations that differ in beginning times with those that differ in ending times. Possible sources of children's failure to integrate beginning and end points when comparing durations were discussed. (Author/CI)

Infants ranging in age from six months to eight months were shown repeated instances of real object movement-disappearance-reappearance. Results suggest that the key changes in early cognitive development rest primarily upon the infant's gradual adaptation of old responses through encounters with new events--rather than upon the acquisition of…

The results of the present study indicated that learning under feedback type A (presentation of correct response) occurred more rapidly than under type B (presentation of the position of the correct response). (Author)

Coding and recoding of hypothesis information was studied with college students and third, fifth, and seventh graders. Deficiencies in young children's ability to code, but not recode, contributes to their less efficient performance on discrimination problems. (DP)

Examines the interrelationships of task performances and developmental changes of 4-, 6-, and 8-year-olds. Significant developmental changes were observed on transposition, cue interference, and spatial memory. The pattern of intercorrelations between tasks suggested a high degree of correspondence across tasks. (ST)

Results of this experiment suggest that pronunciation has a unique effect on discrimination learning, and that the magnitude of this effect (relative to control performance) varies as a function of the type of materials used and the age of Ss. (Authors)

Results lend partial support to the proposition that the effectiveness of a particular rehearsal strategy depends on the degree to which it provides a discriminative cue for the materials on hand: With homonym pairs, imagery constituted such a discriminative cue, while vocalization did not; with synonym pairs, the converse was true. (Authors/CB)

The study reported here represents an attempt to obtain research-based information relevant to young children's learning to print. Treatment variables were selected which seemed to have high potential for improving the state of handwriting instruction. (Author)

Institutionalized mentally retarded children performed on a two-choice discrimination task under one of six conditions of reward. One indication of the results was that response-contingent non-consumable rewards were not more distracting than response-contingent consumable rewards. (Author/KM)