Although small children have autobiographical memories, as they grow, they forget its specific details. Although this forgetting is common in early childhood, the presence of effective cues may help recall autobiographical memories. This study examines the effect of verbal and visual cues on the long-term maintenance of a school trip…

Three experiments examined the immediate free recall (IFR) of auditory-verbal and visuospatial materials from single-modality and dual-modality lists. In Experiment 1, we presented participants with between 1 and 16 spoken words, with between 1 and 16 visuospatial dot locations, or with between 1 and 16 words "and" dots with synchronized…

Does retrieval practice produce learning because it is an especially effective way to induce elaborative encoding? Four experiments examined this question. Subjects learned word pairs across alternating study and recall periods, and once an item was recalled it was dropped from further practice, repeatedly studied, or repeatedly retrieved on…

The present study includes seven experiments examining the effect of repetition learning (Hebb effect) on auditory spatial serial recall. Participants were asked to remember sequences of spatial locations marked by auditory stimuli, where one sequence was repeated across trials. Consistent with the proposition that the spatial scattering of…

The authors revisited evidence in favor of modularity and of functional equivalence between the processing of verbal and spatial information in short-term memory. This was done by investigating the patterns of intrusions, omissions, transpositions, and fill-ins in verbal and spatial serial recall and order reconstruction tasks under control,…

The effect of a classification, or encoding, task on intentional free recall was examined. Examination of the serial position curves for immediate and free recall shows clear effects assigned to long-term store. Consideration of effects regarding levels of processing gives a parallel account differing only in terminology and emphasis. (CHK)

The short-term recall of word-triads was tested, comparing retention over three types of intervals within 24 preschoolers. Results suggest that the condition effect in short-term recall did not disrupt the long-term storage of the items. (Author/CS)

It was predicted that two variables would influence recognition memory for complex visual stimuli: association values, and the realistic-abstract dimension, or "objectivity". The stimuli were 12 reproductions of realistic paintings (clearly representing real world objects), six of high association value and six of low; and 12 abstract pictures,…

Previous research has shown that concrete concepts are more readily attained than abstract concepts. In the present study this dominance effect was confirmed for verbal materials, even when instances and concepts were equivalent in instance frequency, meaningfulness and conjoint frequency. This effect was especially marked under high memory-load…

A meta-analysis was conducted of 22 studies in which verbal stimuli were used as targets in episodic memory tasks. Of the 24 comparisons, 21 supported the hypothesis that these tasks require self-initiated operations and display a gradation of age-related deficits. (SK)

Performance changes during the course of single-trial free recall were investigated in five experiments. (Author/RM)

Dichotic presentation involves the auditory presentation of different verbal messages simultaneously. Investigations involving repetition effects on this process are discussed. (Author/RY)

Many theories of memory assume memory representations are abstract and exclude specific lexical information. Results of three experiments in this study suggest lexical information is present and persists in memory representations of meaning. A word-based theory of memory should be preferred over available theoretical alternatives. (CHK)

This study tested predictions from Clark and Haviland's formalization of what people do when integrating information. Subjects were presented with simple sentences issued from a set of complex ideas, and asked to reconstruct the complete ideas. Results support predictions based on a recoding strategy formalized by Clark and Haviland. (CHK)

Recognition memory performances of preschool children were compared in nine combinations of visual-only, verbal-only, and combined visual-verbal presentation test conditions. Subjects generally performed at a high level of correct responding. Verbal-only presentation resulted in less correct recognition than did either visual-only or combined…