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When teaching a complex sequence, the sequence is often chunked into components; however, this strategy may not always benefit learning, but may be detrimental. The hypothesis is that this occurs because chunking deprives learners of compound cues that could aid recall. To test this, participants learned 9-item movement sequences, either as three 3-item chunks or as one 9-item series. To undermine compound cueing, some sequences had several movements in common. Learning a sequence in chunks impaired motor skill acquisition only when participants could have exploited compound cues; it also led participants to adopt an alternative recall strategy, which transferred to novel sequences even though this was detrimental to recall.

There is compelling molecular and behavioral evidence that goal-directed cognition is an evolutionary descendant of spatial-foraging behavior. Across animal species, similar dopaminergic processes modulate between exploratory and exploitative foraging behaviors and control attention. Consequently, we hypothesized that spatial-foraging activity could prime attentional cognitive activity. We examined how searching in physical space influences subsequent search in abstract cognitive space by presenting participants with a spatial-foraging task followed by a repeated Scrabble task involving search for words that could be made from letter sets. Participants who searched through clumpier distributions in space behaved as if words were more densely clumped in the Scrabble task. This was not a function of arousal, but was consistent with predictions of optimal-foraging theory. Furthermore, individual differences in exploratory search were conserved across the two types of tasks. Along with the biological evidence, our results support the idea that there are generalized cognitive search processes.

People are able to explicitly resist using knowledge about one person to evaluate another person from the same group. After learning about positive and negative behaviors performed by one individual from each of two different groups, participants were introduced briefly to new individuals from the groups. Implicit evaluations of the original individuals readily generalized to the new individuals; explicitly, participants resisted such generalization. Days later, both implicit and explicit evaluations of the original individuals generalized to the new individuals. The results suggest that associative links (e.g., shared group membership) are sufficient for implicit attitude generalization, but deliberative logic (e.g., individual group members are not necessarily the same) can reduce explicit generalization by association. When knowledge distinguishing who did what is unavailable, such as after forgetting, associative knowledge provides the basis of explicit evaluation. We conclude that a simple association linking one individual to another can produce implicit attitude generalization immediately and explicit attitude generalization eventually.

This study investigated the effects of modification of conceptual tempo on the skilled performance of a group of mildly intellectually handicapped adolescents receiving training in a work preparation centre (N, 41). On the basis of performance on Kagan's Matching Familiar Figures Test the group was divided into two subgroups, reflective, impulsive and then further divided through random allocation to control and experimental conditions. The two experimental groups received a training program designed to promote self-generation of strategies, using self-verbalization to induce a more reflective approach. The control groups received the normal training program of the centre. The criterion measure taken at pre- and posttest was a collation task standardized so as to provoke response uncertainty. Analysis of residual gain scores derived from the two testing occasions indicated that the experimental groups improved significantly more than the controls and that the improvement generalized to their performance on the Porteus Maze and Matching Familiar Figures Test. Contrary to expectation, however, the effect of training did not bring about significant differential improvement for impulsive as against reflective subjects. Both benefited from the training. On the basis of delayed posttests, no generalization was apparent.

The present investigation demonstrated a systematic teaching procedure for establishing a normal toddler as a peer-model for three children showing delayed development, each one under 27 mo. of age. For each delayed subject, training consisted of adult-directed prompting and social reinforcement contingent upon the delayed children's imitations of material use and motor responses emitted by a normal peer. Within-subjects multiple-baseline designs across responses were used to demonstrate intrasubject control over imitative responding. Indices of stimulus and response generalization were assessed through having the peer-model present the trained responses along with untrained responses in a situation free of adult prompting and social reinforcement for imitative responding. Results indicated that the training in peer-imitation was successful for establishing the peer-model's behavior in a stimulus control relationship with the imitative responding of the delayed children. Moreover, the findings generally demonstrated transfer of training across stimulus situations and responses. Implications for educational programming with developmentally delayed children are discussed.

60 subjects participated in a test of the effectiveness of frontalis EMG feedback as a generalized relaxation technique. The experiment was performed in two parts. In the first part, 30 subjects were randomly allocated to a group receiving frontalis EMG feedback (n = 10), a group receiving non-contingent feedback (n = 10) and a group instructed to relax themselves (n = 10). Each group received one baseline session and five training sessions. EMG measurements from the frontalis, trapezius and masseter muscles taken prior to and immediately after the final training session indicated that the frontalis feedback group was more effective in lowering frontalis and masseter EMG activity (though not trapezius activity) than the controls. The second part of the experiment was identical to the first with the exception that the subsidiary muscle sites were the forearm and leg extensors. The results showed that frontalis feedback was no more effective than controls in lowering the EMG levels of these muscles.

A single-subject design was applied to study increase in functional use of language by a 14-yr.-old Down Syndrome girl from a mean length of utterance of 1.3 words to 4.4 in a classroom, 5.1 in the restaurant, and 4.7 during transportation.

Three pigeons were trained on a differential, intradimensional autoshaped discrimination. A 45 degrees line tilt was always paired with food whereas a 15 degrees line tilt was never paired with food. All subjects learned the discrimination within 17 sessions. The pigeons were then given generalization tests in extinction over seven line tilts (0 degrees, 15 degrees, 30 degrees, 45 degrees, 60 degrees, 75 degrees and 90 degrees). The subjects yielded generalization gradients with maxima at 45 degrees and minima at 15 degrees. An area shift, but no peak shift, was found for each subject.

Four profoundly retarded male residents of a state institution learned to comply with the instructions "come here," "stay," and "sit." Acquisition occurred in a special therapy room and instructions were presented in a fixed sequence. All subjects learned to comply with the instructions in the training environment. Testing occurred in the subject's ward dayroom where instructions were presented in a random sequence. Despite dramatic changes in the stimulus conditions associated with the transfer to the testing situation the subjects performed close to their asymptotic level. Three experimentally naive subjects participated in a second experiment which was similar to the first, except that the number of acquisition sessions and the number of trials per session were reduced. The reduction in number of acquisition trials did not appear to affect performance in the testing environment. The possibility of terminating off-task behavior of institutionalized individuals by eliciting previously acquired instruction following behavior was discussed.

Two hearing-impaired children were taught to speechread the names of 18 objects divided into three sets. A multiple baseline across sets of objects was obtained for each subject. Tokens presented contingent upon correct responses to certain sets of names increased the frequencies of those correct responses. Both subjects exhibited positive behavioral contrast during the acquisition of speechreading; correct responses to one set increased above the previously established level when the contingencies for a second set changed from token reinforcement to extinction. The obtained contrast effect was conductive to learning and the procedure was effective in teaching the children to speechread the training words.