The "property-set model" is proposed for concept learning and subsequent recognition and classification of old and new exemplars. In an experimental evaluation of alternative models, the property-set model was the best predictor of both recognition and classification performance. (Author/RM)

Discusses the inadequacies of the linguistic development theory called cognitive determinism and suggests instead the linguistic input hypothesis. Concludes that it is not either cognitive development or linguistic input that determines linguistic growth, but an interaction between them. (RM)

Analysis of storage, retention and retrieval in standard free recall, extended free recall, and repeated recall after a single presentation indicates that most recall failures are retrieval failures, and that extended recall decreases retrieval failure and increases consistent retrieval. (Author/RM)

This study examined how people use inferences to aid comprehension of connected discourse. (Author/RM)

Report from the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the United States Office of Education, Department of Health, Education, and Welfare. (VM)

Studies the effect the degree of alliteration has on verbal learning, using four degrees of alliteration and three retention intervals. (MB)

Trace strength was examined as a function of single and spaced-multiple encodings within and across the orthographic, acoustic, and semantic domains. Recall results revealed that multiple encodings yielded additive or greater than additive retention effects while the recognition accuracy results revealed additive or less than additive effects.…

Presents a learning theory in the language of cybernetics based on the tenet that the minimal experimental situation for making psychological observations is a conversation. The account is directed at generating interest in the original work by G. Pask, et al. (GS)

A discussion of the problem of how it is possible for a verbal student to learn from a computer unless the machine can partially understand his language. (Author)

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)