Reviews recent experimental and theoretical analyses of the relationship between level of processing and retention, and reports on two studies which tested predictions about the effects of orienting activities on retention. (AM)

Reports on research showing that when an event, or a problem, is repeated, the processing of that event is not necessarily repeated. Instead, sometimes the solution is remembered, and this is shown to influence subsequent retention, as well as such tasks as word perception. (AM)

Reports on a study that sought to test theories which predict that spacing between two items to be learned improves the probability of remembering at least one of the items. (AM)