The effects of rate repetition, self-generated visualization, and supplied visuals on the memorization of concrete noun-word pairs were investigated using 27 gifted children in grades four to six. The hypothesis that self-generated imagery techniques would be superior to supplied visuals was not supported. (Author/PN)

Seventy-nine first-year and 85 third-year students were tested on the meanings of French words from vocabulary lists. Twenty percent were then taught memory-improvement strategies, 20 percent were taught strategies and given guided practice, and 20 percent learned the lists without aids. The strategies significantly improved the performance of…

Adults learned the meanings of rare words (e.g., gloaming) and then made meaning judgments on pairs of words. The 1st word was a trained rare word, an untrained rare word, or an untrained familiar word. Event-related potentials distinguished trained rare words from both untrained rare and familiar words, first at 140 ms and again at 400-600 ms…

Three experiments are reported, all directed to the question of whether vicalization at presentation affects primary memory (PM) rather than secondary memory (SM). (Editor)

In order to determine if infants possessed contingency awareness and if it were related to a temporal unit, two hypotheses were constructed. (1) Reinforcement of a response would probably lead to emission of that response only if the infant's next response occurred within a period of time during which he could remember the preceding…

The purpose of these studies was to test a theory of associative context (defined as the association between two words in a pair) on recognition memory. The theory states that culturally associated words in a pair and nonassociated words in a pair differ after a single study trial in terms of their frequency representation in memory. Two…

This paper reports three experiments concerning methodological issues in studies on incidental learning performance which use verbal and nonverbal procedures and which appear to be hampered by differences in stimulus materials, learning opportunities, and dependent measures. The first study, using 128 children from grades 3, 5, 7, and 9, attempted…

Previous research has indicated that for discretely (paired associate) as well as continuously (sound-film) presented information, high arousal during acquisition results in poor immediate recall, but is characterized by a strong reminiscence effect. Low arousal learning results in better immediate recall with poor retention. The hypothesis that…

This collection of papers represents the proceedings of a research workshop on coding processes in human memory held in Massachusetts in August, 1971. The emphasis is on the contemporary issue of coding and particularly on the encoding processes at the time information is stored in memory. This volume is intended for use by research workers and…

Twenty learning disabled (LD) students (9-12 years) with normal verbal IQs performed better on elaborated paired associate learning tasks than 20 LD Ss (10-12 years) with lower verbal IQs. (CL)

Retrieval dynamics in recognition memory for paired-associates learned by rote repetition or visual imagery mnemonics are studied with Reed's response signal method. The use of visual imagery resulted in higher asymptotic accuracy as expected, but somewhat slower retrieval dynamics initially. (Author/RM)