This data on transfer and list identification, combined with those reported by Petrich et al. (1975), strongly suggest that the decision component is the major factor affecting the free recall of successive overlapping lists. This decision component is best described by Anderson and Bower's model (1972) of the roles of list tagging and contextual…

In 1972, Roydes and Osgood studied the tachistoscopic recognition of words that can be used as either nouns or verbs and found an interaction of predominant form class by set to perceive a given form class. Three experiments were done to test the generality of that finding. (Editor)

The effect of the repeated presentation of some items in a free-recall list was examined as a function of instructions to recall repeated or unrepeated items first on tests. (Editor)

Two experiments found reduced proactive inhibition when subjects were induced to use the nonpreferred components of a compound stimulus during first-list learning. (Editor)

When subjects learned paired associates that, on the study trials, consisted of a stimulus (cue) and its correct (target) response plus two other (distractor) responses from within the list, the presence of the distractor items interfered with learning, especially when overtly pronounced as opposed to silently studied. (Editor)

The basic question asked in this research was whether it is possible, through training, to influence a subject's preference for encoding a particular attribute. (Author/RK)

Why does the rehearsal of information not interfere with a subject's temporal judgments. Offers evidence in favor of one possible interpretation. Taking an analogy from the phenomenon of the localization of sound in a sound-reverberating room, this research suggests a precedence effect in verbal information processing. (Author/RK)

These experiments allow a comparison between visual and auditory presentation per se: Will it be easier to identify "red" as relevant given a geometric design or its verbal description? Suggests that visual presentation confers one advantage: allows the formation of a nonverbal code in addition to a verbal description. (Author/RK)

Two experiments using five lists of words were conducted to explore the effects of the concreteness or abstractness of words on their tachistoscopic recognition. (Editor)

This experiment demonstrated that people can utilize relative situational frequency of occurrence to differentiate similary categorizable target items in paired-associate learning. (Editor)

Tests the hypothesis that when a "control for size" is introduced, preference for rectangles near the golden section reemerges. Also focuses on the "measure of preference". (Author/RK)

The implications for education are discussed in an experiment that measured student desire to achieve either at a high or low standard in the classroom. (Editor/RK)

The hypothesis that either familiarization or the association of items to context produces the crossover effect in whole-part learning was tested. The crossover effect refers to the eventual negative information transfer that occurs at the end of second-list learning. Results were interpreted in terms of a stage model of learning. (Editor/RK)

In a study of the effects of instructions on reaction times to judgments of the truth or falsity of sentences, 40 undergraduates were provided computer-assisted instruction by either the "true" or "conversion" model and required to judge 64 sentences of all possible combinations of true or false, affirmative or negative, and expletive or…

Subjects were presented either single items over trials for free recall, constant groupings of two words each over trials, increasingly larger groupings over trials, or progressively smaller groupings over trials. Evaluates the effect of these presentations on recall as well as instructions to use images for more organized recall. (Editor/RK)