A paired-associate task relational or non-relational visual and linguistic stimuli was presented to kindergarten and fifth-grade students. Results indicated that a relationship in both modes facilitated recall better than a relationship in only one mode, and that a relationship in either mode was better for recall than none at all. (DP)

An auditory recall task involving central and incidental stimuli designed to correspond to processes used in selective attention, was presented to elementary school students. Older children and girls performed better than younger children and boys, especially when animals were the relevant and food the irrelevant stimuli. (DP)

Children's avoidance responses were conditioned and then extinguished in a laboratory analog of a social threat situation. (DP)

Presents a study which investigated the sources of control over behavior: internal or environmental. Results are discussed in terms of the Theory of Propositional Control. (DP)

Nursery school children were presented with a simple, miniature artificial language in one of three conditions in a study of language acquisition. (SBT)

The component selection procedure developed by Hale and Morgan was used to assess children's use of selective attention at six levels of learning ranging from undertraining to overtraining. This function was examined at each of ages 4, 8, and 12. (SBT)

Twelve moderately retarded children were trained on 2-choice visual discrimination problems with interpolation of another item between training and retention tests. Results indicated that well-learned items are rehearsed less. (SBT)

Paired associate learning by children was studied as a function of age (4 vs 7 yr), stimulus type (line drawing, color photograph, or object), and mode of elaboration (visual or verbal). Results showed that objects and photographs both surpassed line drawings in terms of learning and that they did not differ significantly from each other. (SBT)

The effectiveness of three fading and two nonfading procedures were compared in training kindergarten children on an oddity problem in which shape was the relevant dimension. (SBT)