Referential communication and reading performance in learning disabled children over a 3-year period.

Examined the ability of 30 learning disabled (LD) and 30 non-LD (NLD) 6- and 7-yr-olds to understand a sequence of instructions, communicate the steps in a sequence to others, and rephrase their verbal messages across a 3-yr period using a referential communication task. In order to perform the puzzle-box task correctly, Ss had to execute 6 steps in an invariant sequence. After Ss demonstrated a perfect nonverbal enactment of the sequence, they were asked to communicate all information about how to open the box to a puppet. Upon completion, the puppet feigned poor memory and asked the Ss to explain the step-by-step process again. Subsequently, the puppet requested that Ss rephrase their explanation of each step by either a verbal or nonverbal rephrase request. Results reveal that LD children differed from NLD peers consistently on referential communication over the 3-yr period in terms of listener competence and speaker competence. For LD Ss, the ability to produce competent verbal messages was highly related to reading comprehension both concurrently and 3 yrs later. By the 3rd yr, NLD Ss were better able to rephrase information, indicating a growing awareness of the speaker's responsibility in communication. Findings suggest that the communication measures studied play very different roles for LD and NLD Ss with regard to reading achievement. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modification of concept identification performance in older adults.

A sequential training procedure combining operant and cumulative learning hierarchy principles was found effective in reducing the decrement in concept identification performance typically observed in older adults. 20 male and 20 female Ss aged 63-83 yrs were given a pretest and posttest, each involving a 3-category unidimensional concept identification problem. The training and reinforced-training Ss were given 3 training sessions between pretest and posttest. Training involved a programmed learning sequence designed to facilitate the development of an effective solution strategy. Control Ss were given only the pretest and posttest, while practice Ss were given 3 additional practice sessions. Substantial improvement was found in both the training and reinforced training groups, but only slight improvement obtained in the practice and control groups. Results are consistent with recent conceptions of cognitive and intellectual development in the older adults in which performance deficits are largely attributed to experiential factors. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of directed attention on cerebral asymmetries in normal and learning-disabled children.

Using a dichotic listening task employing both undirected and directed attention conditions, cerebral asymmetries were examined in matched populations of 32 normal and 32 learning-disabled (LD) children (ages 7 yrs 6 mo–13 yrs 2 mo). The analysis of recall performance indicated that development was not a significant factor in either group; both the normal and LD Ss showed a right-ear effect, although the LD Ss performed at a degraded level and were unable to demonstrate a right-ear advantage (REA) when attention was directed to the left ear, unlike normal Ss, who produced the REA despite the directed attention conditions. Results suggest that LD children probably do not suffer from developmental delays but rather from a defect in callosal functioning that interferes with their ability to process verbal information simultaneously. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancement of conjunctive concept attainment in older adults.

Studied 30 community-dwelling females (mean age, 71.4 yrs) to determine whether older adults' performance on a complex concept identification task could be enhanced through training designed to promote the use of a specific problem-solving strategy. Ss were assigned to 1 of 3 groups (training, practice, or control) and were tested individually on the pretest problem followed by the posttest problem 4 days later, with the relevant dimensions used in these problems counterbalanced. Ss were given detailed instructions on all facets of the task. Stimulus cards were presented one at a time, with as much time as needed for response. Ss in the control condition were given only the pre- and posttest problems. The training and practice groups all received 3 additional sessions. Statistical analysis on transformed trials to criterion showed significant main effects due to treatment. The substantially enhanced performance of the trained Ss indicates that a training procedure combining operant and cumulative learning hierarchy principles effectively promoted elderly Ss' use of an appropriate bidimensional conjunctive concept identification strategy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of a verbal mediation strategy on cognitive processes in mathematics learning.

Hypothesized that the use of verbal rhymes (the form of mnemonics used) would facilitate learning and recall of mathematics computations and problem solving among 100 Japanese 7th graders. A pretest, posttest, and delayed posttest crossover design was employed to control for contamination between experimental and control groups and potential school and teacher effects. Ss received mathematics instruction for 10 wks on monomials, polynomials, equations, inequalities, and problem solving. Experimental Ss were taught with the aid of verbal rhymes. Results show no pretest differences between groups, but significant differences favoring experimental Ss on both the immediate and delayed (2-wk) posttest. It is concluded that the hypothesis was supported. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cognitive effort and word distinctiveness on learning disabled and nondisabled readers' recall.

Explored the notion that differences in word recall between skilled and learning disabled (LD) readers are related to cognitive effort in 3 experiments. Ss were 12 skilled readers (mean age 13.6 yrs) and 12 LD readers (mean age 13.5 yrs) in Exp I, 12 skilled readers (mean age 12.20 yrs) and 12 LD readers (mean age 11.63 yrs) in Exp II, and 24 skilled readers (mean age 8.75 yrs) and 24 LD readers (mean age 8.55 yrs) in Exp III. Cognitive effort represents the mental input to which a limited-capacity attentional system expands to produce a response. Manipulation of primary task difficulty (anagram solutions) and subsequent performance on a secondary task (word recall of correctly solved anagrams) was used to infer cognitive effort. The primary task included manipulations of word list organization and task orientation instructions. In general, after a difficult primary task, secondary task performance was higher for skilled readers than it was for LD readers. Ability group interactions occurred for word list organization and task orientation instructions. It is suggested that the amount of cognitive effort that can be effectively expended to produce a distinctive memory trace is related to individual differences in attentional capacity. Specifically, skilled readers' encoded memory traces under high-effort conditions contained more distinct semantic information than did the traces of LD readers. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Knowing and telling: Type of rule and level of knowledge about messages in children's use of self-regulative communication training.

23 1st- and 2nd-graders were assigned to 3 training groups: a practice control group, a comparison rule-only group, and a 2-rule group that received training on both a comparison rule and a rule that required the Ss to identify the listener's set of potential nonreferents. Ss were trained on a complex picture message task and tested for generalization of speaker training on another referential task; knowledge about message ambiguity in communication situations was measured pretest. Results show significant training effects on immediate and delayed (10 days later) posttest only for the 2-rule group; some generalization of training was observed for this group to a novel task. Training and generalization effects were correlated with the Ss' initial knowledge about the role of messages in communication. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How good is the evidence for a production deficiency among learning disabled students?

[Correction Notice: An erratum for this article was reported in Vol 77(6) of Journal of Educational Psychology (see record 2008-10974-001). Figures 1 and 2 (p. 557 and 559, respectively) are reversed. The captions are correct, but Figure 1 should be above the caption for Figure 2 and Figure 2 should be above the caption for Figure 1.] Investigated the spontaneous use of mnemonic strategies by learning disabled (LD) and non-LD children and adolescents to examine whether LD Ss can be distinguished from their non-LD peers on the basis of strategy use and recall. In Exp I, 105 LD and 105 non-LD 9–15 yr olds were administered a picture study/recall task, in which the strategies of interest were categorical organization during study and clustering during recall. In Exp II, 140 LD and 140 non-LD 11–17 yr olds were administered a paired-associate recall task, in which the strategy of interest was elaboration. In both studies, LD Ss earned lower mean recall scores than did the non-LD Ss. As a group, LD Ss did not differ from non-LD Ss in the use of categorical organization during study but showed less categorical clustering at recall. Fewer LD Ss used elaboration. Despite these differences, recall and strategy use were not useful predictors of classification as LD or non-LD and were only weak to moderate correlates of academic achievement. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Story comprehension and recall in learning-disabled versus normal college students.

24 learning-disabled (LD) and 24 normal college students rated stories on the importance of their idea units. LD Ss showed significantly less agreement on their importance ratings than the normal Ss. Ss also selected 12 idea units as retrieval cues, one group before and the other after recall. This task showed that normal Ss selecting cues after recall used a different strategy than those selecting cues before recall; LD Ss did not vary their cue-selection strategy as a function of experience. In spite of these differences, recall increased significantly at higher importance levels for both ability groups, and recall did not differ for LD and normal Ss who selected retrieval cues after recall. Cue selection before recall, however, depressed performance of LD Ss relative to that of the normal Ss. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of strategies for recall and recognition.

40 kindergartners, 42 3rd graders, and 40 5th graders (CA's 5 yrs, 5 mo; 8 yrs, 3 mo; and 12 yrs, 4 mo, respectively) viewed 30 pictures of familiar objects, and then their free recall of the object names and their recognition of the original pictures were tested. The recognition test included pairing each picture with another similar picture of the same object. Half the Ss in each age group were prepared for recall with a strategy known to improve it in adults, and half were prepared for recognition with a strategy known to improve recognition in adults. Children encoded the stimuli differentially in accordance with the expected memory task and retrieved different stored information for each task. Both free recall and picture recognition memory improved with age. The recall strategy improved free recall performance at all ages, but the recognition strategy improved recognition performance only at the oldest age tested. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"How good is the evidence for a production deficiency among learning disabled students?": Correction to Shepherd et al.

Reports an error in "How good is the evidence for a production deficiency among learning disabled students" by Margaret J. Shepherd, Lynn M. Gelzheiser and Roberta A. Solar (Journal of Educational Psychology, 1985[Oct], Vol 77[5], 553-561). Figures 1 and 2 (p. 557 and 559, respectively) are reversed. The captions are correct, but Figure 1 should be above the caption for Figure 2 and Figure 2 should be above the caption for Figure 1. (The following abstract of the original article appeared in record 1986-14779-001.) Investigated the spontaneous use of mnemonic strategies by learning disabled (LD) and non-LD children and adolescents to examine whether LD Ss can be distinguished from their non-LD peers on the basis of strategy use and recall. In Exp I, 105 LD and 105 non-LD 9-15 yr olds were administered a picture study/recall task, in which the strategies of interest were categorical organization during study and clustering during recall. In Exp II, 140 LD and 140 non-LD 11-17 yr olds were administered a paired-associate recall task, in which the strategy of interest was elaboration. In both studies, LD Ss earned lower mean recall scores than did the non-LD Ss. As a group, LD Ss did not differ from non-LD Ss in the use of categorical organization during study but showed less categorical clustering at recall. Fewer LD Ss used elaboration. Despite these differences, recall and strategy use were not useful predictors of classification as LD or non-LD and were only weak to moderate correlates of academic achievement. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Long-term effects of fluid ability training in old-old age.

This study examined the effects of multiple phases of cognitive training on older adults' intellectual performance over a 7-year period as Ss advanced from young-old to old-old age. The study involved a pretest–posttest/no-treatment control-group design. At each of 3 training phases, conducted in 1979, 1981, and 1986, Ss received 5 training sessions on the fluid ability of figural relations. Participants (N?=?38) had a mean age of 69 yrs (range?=?63–80) at the onset of the study. Results showed that (1) significant training effects occurred at each of the 3 study phases, when Ss had mean ages of 69, 71, and 77 yrs; (2) the largest training gains were made in the 1st training phase; and (3) as a function of multiple phases of training, Ss in their 70s and early 80s performed significantly above their baseline level of figural relations performance 7 yrs previously. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Component analysis of cognitive skill training for the enhancement of hypnotic susceptibility.

Compared 4 treatments to enhance the hypnotic responsiveness of 60 undergraduates (aged 18–34 yrs) who pretested as low in hypnotic suceptibility on the Carleton University Responsiveness to Suggestion Scale. Complete skill training included information aimed at encouraging (1) positive attitudes, (2) the use of imagery strategies, and (3) an interpretation of hypnotic behavior as active responding. Partial training included only Components 1 and 2. Both training packages enhanced attitudes toward hypnosis to an equivalent degree. However, complete training was much more effective than either partial training or no treatment at enhancing behavioral and subjective responding on 2 different posttest scales of hypnotic susceptibility. More than half of the Ss who received complete training, but none of the partial training or control Ss, scored in the high-susceptibility range on both posttests. Ss explicitly instructed to fake hypnosis and those in the complete skill-training treatment exhibited significantly different patterns of posttest responding. Findings support social-psychological perspectives that emphasize the importance of contextual factors in hypnotic responding. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative analysis of attentional deficits in hyperactive and learning-disabled children.

Compared 14 boys (aged 7–9 yrs) with attention deficit disorder with hyperactivity (ADDH), 12 with learning disability (LD), 12 with ADDH-LD, and 13 normal boys on measures of sustained attention, selective attention, and span of apprehension. Unique patterns of attentional deficits were associated with each of the diagnostic groups. The ADDH Ss with and without learning disabilities exhibited sustained attention deficits. The LD Ss evidenced selective attention deficits on a speeded classification task. The LD and ADDH-LD Ss evidenced recall difficulties on a paired-associate task, regardless of distractor presence. The 3 clinical groups performed more poorly than did the normal group on the span of apprehension measure. Although attentional deficits were most pervasive in the ADDH-LD group, multivariate composites of attentional variables were sensitive to the ADDH and LD dimensions. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Area and volume conservation among the elderly: Assessment and training.

Conducted 2 studies to examine whether the elderly maintain the competence to adequately solve problems of logical thinking. In the 1st study the performance of 60 noninstitutionalized middle-class elderly females was assessed on area and volume conservation tasks. On overall performance only 33.3% of the Ss were classified as conservers. In the 2nd study a training paradigm was used to determine whether simple verbal feedback activated the strategies required for adequate performance on conservation tasks. 22 Ss who failed at least 2 conservation tasks in the assessment study were administered a 20-trial training procedure. Half of these Ss received simple verbal feedback following each response, while half received no feedback. Results on an immediate posttest indicated that the feedback group performed significantly better than the control group on the near transfer posttest task and on the majority of far transfer tasks. The results are discussed in terms of a distinction between competence and performance. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How pronutrition television programming affects children's dietary habits.

Investigated the effects of pro-nutrition TV programming on kindergarten-age children's nutritional knowledge, food preferences, and eating habits using a hierarchy of effects model as a conceptual basis. This model presents 4 levels (recall, information, preference, and behavior) that may be affected by pro-nutrition food advertisements and are sequenced by degree of complexity. A pretest–posttest control-group design was used. 59 children from 6 kindergarten classes (average age 6.2 yrs) were exposed to a series of 10 20-min videotapes over 10 class days. The videotapes were compiled from popular children's programming and public service announcements with themes stressing healthy eating habits and nutritional concepts. 50 control Ss did not view the tapes. Effects were measured using recall, information, preference, and behavioral assessments (i.e., the Behavioral Eating Test and the Pretend Eating Test). Significant results were obtained on the recall and information measures only, indicating that Ss attended to the TV programming and learned the nutrition concepts that were presented in the tapes but failed to change in terms of preference or consumption. Results are discussed in terms of their suggested support for the hierarchy-of-effects model and the implications for further research regarding the effects of pro-nutritional TV programming. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observational learning of quantity conservation and Piagetian generalization tasks.

20 1st graders who had scored 9 or less on a pretest of 8 Piagetian criterion tasks were divided into control and experimental groups. Experimental Ss underwent an observational learning phase in which a model correctly performed the 1st task used in the pretest, giving correct conservation judgments supported by justifications alternately based on identity, compensation, or reversibility considerations. All Ss were given the same 8 Piagetian tasks used in the pretest on immediate, 1-wk, and 3-mo delayed posttests. The experimental group generalized conservation to several tasks. One category of Ss behaved as rote learners and maintained conservation only for tasks closely similar to the modeled task and on immediate and 1-wk delayed posttest; a 2nd group of genuine conservers progressively generalized the conservation rule to more difficult tasks. The control group remained nonconserving throughout. Results are explained with reference to the Piagetian concept of sequential equilibration. The social experience of observation appeared to activate a cognitive restructuring of the Ss' mental operations. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rehearsal training and developmental differences in memory.

To examine the relation between age-related changes in the activity of rehearsal and corresponding changes in recall, 96 2nd and 6th graders were trained in a variety of rehearsal techniques in an overt rehearsal free recall task. Consistent with previous work, developmental differences in the number of items rehearsed together were observed when Ss were given no particular training. These rehearsal differences were related to corresponding changes in the recall of initially presented items. The recall of 2nd-grade noninstructed Ss was similar to that of Ss instructed to rehearse only 1 or 2 items together; the serial position curves of these groups indicated no primacy effects. In contrast, the recall of Ss who rehearsed several items together was similar to that of noninstructed 6th graders, with significant primacy effects being observed in these conditions. Second-grade Ss were able to adopt this active rehearsal strategy and to continue using it on a transfer task. The facilitative effects of active rehearsal were mediated neither by priority in recall given to early list items nor by enhanced subjective organization. Results are discussed in terms of multistore models of memory. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning disabled and normal college students' performance on reaction time and speeded classification tasks.

Examined the efficiency with which 24 learning-disabled (LD [mean Wechsler Adult Intelligence Scale—Revised Full-Scale IQ 105.04]) and 24 non-learning-disabled (NLD) college students performed basic cognitive-processing tasks. A simple visual reaction time (RT) and 3 speeded classification tasks were used. Results indicate that the LD Ss were slower and more variable on the speeded classification tasks than were the NLD Ss; however, the 2 groups did not differ on the simple visual RT task. Findings suggest that the deficits in higher cognitive processing found in younger LD children persist into early adulthood. It is argued that this failure to automatize very basic subskills may relate to central nervous system (CNS) dysfunction among the LD. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group treatment with divorced women using cognitive-behavioral and supportive-insight methods.

Examined the effectiveness of cognitive-behavioral and supportive-insight group therapy with 46 women (aged 23–36 yrs) who had been divorced between 8 mo and 1? yrs. 12 clients were assigned to the cognitive-behavioral group; 12 were assigned to a supportive-insight group; and 22 Ss were assigned to 2 control groups. Differences between pre- and posttest, and pretest and follow-up scores on measures of depression (Beck Depression Inventory, Lubin Depression Checklist), self-esteem (Rosenberg Self-Esteem Inventory), and neuroticism (Eysenck Personality Inventory) were taken. When compared with the control groups on the posttest, both cognitive-behavioral and supportive-insight treatments were more effective on most criteria. At the 4-mo follow-up, cognitive-behavioral counseling continued to be beneficial, whereas the supportive-insight approach was consistently less effective. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)