Rule-governed imitative verbal behavior as a function of modeling procedures

The present study was designed to investigate the effectiveness of modelling procedures alone and modeling procedures complemented by the appropriate rule statement on the production of plurals. Twenty normal and 20 retarded children were randomly assigned to one of two learning conditions and to either affective or informative social reinforcement.It was necessary for the child to generate and use a rule in the production of his respones since he was unable to directly copy the model's verbal behavior. Normal and retarded children emitted more plurals during the experimental phase when observing a model who complemented his responses by the underlying rule.     

Changes from visual to verbal memory organization as a function of age

The false recognition procedure was used to determine the relative dominance of visual and verbal memory organization at two grade levels. The results indicated that visual encoding was predominant for first-graders, but that both visual and verbal encoding occurred with fourth-graders.