The experience of fluency while learning might bias students' metacognitive judgments of learning (JOLs) and impair the efficacy of their study behaviors. In the present experiments, we examined whether perceptual fluency affects JOLs (1) when people only experience one level of fluency, (2) when item relatedness is also available as a cue, and…

Behavioral evidence concerning memory in forms of high-functioning autism (HFA) and in moderately low-functioning autism (M-LFA) is reviewed and compared. Findings on M-LFA are sparse. However, it is provisionally concluded that memory profiles in HFA and M-LFA (relative to ability-matched controls) are similar but that declarative memory…

The purpose of this research project was to evaluate the effects of prompts and cues in paired-associate learning. Experiment One was to investigate the effects of cues and prompting on the learning of Japanese vocabulary. Experiment Two duplicated the above using digit-nonsense syllable combinations as the paired associates. The next three…

This study examines the effects on long-term retention of variations in intensity and temporal parameters of arousal following a single learning trial in a paired-associate task. Intensity of arousal was manipulated by using two levels of noise, 75 db. and 90 db., and a condition without noise. Noise was delivered to the 56 female university…