The methods used by Humphreys and Dachler to estimate effects in their analysis of Project TALENT data to test Jensen's Theory of Intelligence are shown to produce biased estimates. (Author/TA)

Results indicated that individual differences in learning ability cannot be accounted for in terms of individual differences in short-term memory. (Authors)

Study was designed to extend previous studies on note taking and listening by investigating the effects of thematic relatedness and of opportunity for consolidation on the learner's recall. (Authors)

The major finding of the present experiment was that children as young a 7 or 8 (second graders) were able to employ an induced visual-imagery strategy to facilitate paired-associate learning. (Authors)

Hypothesis discussed is that discovery methods of training improve students' subsequent ability to discover new rules for themselves if, during training, the students succeed in discovering the rules that were the subject of the training. (Author/CB)

Findings support the hypothesis that, at least with elementary age educable mentally retarded children, large effects of elaboration instruction on recall are not found when the learner is not permitted to overtly verbalize his elaborations. (Authors)

The prediction of an interaction between cue type and grade was not supported in the present experiment. (Authors)

In these studies, authors sought to examine the role of mode of presentation in a verbal learning task, within the context of age-grade differences in two social groups. (Authors/CB)

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)

In both studies reported here, high trait anxiety was associated with high levels of state anxiety, and constructed response groups had higher levels of state anxiety than reading groups. (Authors/CB)