Three experiments were performed using a recognition probe procedure to test the subject's recognition of the order of two items from a dichotically presented list. (Editor)

The present study was designed to test the implication of the rehearsal deficit hypothesis of Brown (1972) and Morin et al. (1970). In it retarded adolescents were given rehearsal training on a keeping-track task. (Author/RK)

The present study examined current hypotheses concerning information transfer from short-term memory (STM) to long-term memory (LTM) using a Peterson STM task with word triplets presented over retention intervals of 0, 3, 6, 9, and 18 sec. (Editor)

It was found in a retention test that progressive elaboration was superior to single-response elaboration, as in the Bower and Reitman (1972) study; the present study was an extension of that Bower and Reitman study. (Author/RK)

This paper deals with the hypothesis that associative learning and unlearning occur in relation to mediating stimuli generated when Ss are presented categorized lists. (Author)

Details two experiments that deal with the questions: Does organization influence recognition performance? and Does recognition involve search and retrieval? (GB)

Results of this experiment show that the lists composed of high-frequency words were more difficult to learn than lists composed of low-frequency words at all stages, but these lists were not differentially forgotten. (Editor)

States that recall of items given spaced repetitions is generally superior to recall of items given immediate repetitions. Reports on a test of Jacobi's hypothesis that this spacing effect is explained by the distinction between problem solving and remembering. Suggests that the effect cannot be explained solely by this distinction. (Author/MES)

Two experiments explored how memory for new information is affected by awareness of parallels to pre-experimental knowledge. Results suggest that the benefit of prior knowledge derives from the more elaborate encodings that analogy promotes. (Author/AM)

A series of three experiments investigated repetition effects on recall with homographic responses. It was concluded that the repetition increment was mediated solely by commonality of surface features and that semantic features played no role. (Author/AM)

Presents a series of four experiements designed to test the view that the process where a spoken suffix impairs retention of a sequence's last item has a different basis from that producing impairment of the retention of an earlier item. (AM)

The research reported here was directed at evaluating whether or not the effectiveness of a Pavlovian unconditioned stimulus (US) in promoting associative learning is reduced if the US is shortly preceded by another occurrence of the same US. (Author)

Sought to elucidate the nature of odor memory by applying paradigms from verbal learning and semantic memory and to investigate two processes affecting paired-associate performance. (Author/RK)

Sequences of seven tones were presented, and recognition memory for individual tones of each sequence was tested under varying degrees of context. (Editor)

Investigates the effects of verbal labels on the short-term retention of a simple motor skill. (Author/RK)