Study investigated incidental learning of word meanings from context during normal reading. Effects of word and text properties were examined in detail. Small but reliable gains in knowledge were found at all grade levels and ability levels tested. (RB)

Educable mentally retarded (EMR) 13- to 15-year-olds (N=19) and matched mental-age comparison subjects (N=22) participated in an imagery-based, associative learning pictorial elaboration task, followed by a delayed test of incidental learning. Both groups were able to generate original elaborations, although fluency and incidental learning scores…

Describes four experiments that examined the ability of second- and fifth-grade children and college adults to use "extra-list" cues to retrieve episodic information from memory. Shows that effective cue use varied with both the "match" of cue and event classification, and with the associative structure of permanent memory.…

A structural model of emotions was used to reveal patterns in how children interpret the emotional facial expressions of others. Tests with young children and adults indicate that children organize the emotional domain in a systematic fashion, initially according to pleasure and arousal and later in terms of adult-like categories. (Author/AS)

The contributions of initial stimulus affect and of associative learning to the effects of repeated stimulus exposures were examined in two experiments. (Editor)

Authors conclude that reinforcers provided by the behavioral approach provide immediate, short-range motivation for the child to acquire needed skills and information, while fostering the intrinsic desire to learn. (Author)

A series of three studies is presented, each building on the other to validate the utility of reinforcement value, an affective dimension of meaningfulness based on ratings of likability. (Authors)

Teaching techniques, such as a word-o-gram supplied, can motivate students to learning in a satisfactory manner. (JB)

Purpose of experiment was to provide evidence for the role of contextual associations in memory for serial position because position judgments are affected by factors other than those correlated by time. (DS)

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 show the major effect of word association over rhyming as an organizational basis in a list where either or both types are possible. (Author/MB)

Results confirm the observation that college students tend to select the more meaningful of two redundant-cue elements for completion of the associative stage of PA learning. (Authors)