EFFECTS OF VERBAL REGULATION AND AGE ON RULE ACQUISITION AND TRANSFER

The ability of 119 children (mean ages 6.2, 8.2, 10.1, and 12.3) to perform rule learning and subsequent transfer tasks was observed utilizing three experimental conditions: overt-verbal, covert-verbal, and control. The performance of the subjects suggests that the child who is forced to verbalize his conceptual strategies will reach criterion faster in the rule acquisition task, and will also be more successful in his attempts to transfer the acquired rule. With regard to the transfer tasks specifically, it was found that overt-verbal learning was significantly more effective than covert-learning, and that the covert-verbal condition yielded significantly higher scores than did the control condition. These results point to the effectiveness of verbal strategies in the acquisition and transfer of learning.     

Increasing Technological Employment Opportunities for Women in the Armed Forces

In this study, the authors analyze the occupational distributions of female officers and enlisted personnel in the armed forces. Data confirms that women are underrepresented in high-technology occupational groups and are disproportionately represented in traditional career fields. Strategies are suggested to increase the numbers of women in high-technology occupations.