Investigated were the effects of three instructional procedures emphasizing distinctive features on the alphabet letter discrimination of 32 moderately retarded children. (Author/CL)

An evaluation of selective generalization of habituation on the basis of meaningful categories of stimuli. Also explored are the sex differences in conceptual generalization of habituation. Subjects were 36 toddlers with a mean age of 40 months. (SDH)

Two experiments utilized procedures to teach to discriminate between the letters b and d as part of pre-reading training. (Author)

To determine whether Downs Syndrome (DS) persons' recall could be improved by procedures that minimized auditory and visual distractions during auditory memory tasks, 16 DS, 12 non-DS mentally retarded and 12 non-mentally retarded persons (mean ages 16, 16, and 5 years, matched for mental age) listened to, looked at, and tried to remember digit…

Presents a procedure for estimating the probability of true hypothesis behavior, including a validity test for the resulting estimate. The procedure is applied to data taken from three research reports, and reveals substantial differences between age and treatment groups. Also discusses implications of the procedure for correctly interpreting…

This study of the effects of practice on children's perceptual judgments investigates the validity of the distinctive features hypothesis and the schemata hypothesis by comparing performance on discrimination tasks using familiar stimuli (letters of the alphabet) with a variety of transformations held constant over four massed practice conditions.…

This study attempted to determine the functional components of rehearsal strategies in children's discrimination learning. When a discrimination list was given without rehearsal instructions, ability to discriminate situational frequencies predicted performance. Without rehearsal strategy, subjects' ability to discriminate between previous usage…

Research supported by a U.S. Public Health Service fellowship grant and by grant No. 01368-04 from the National Institute of Child Health and Human Development.