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…

Results of this experiment show a considerable release from proactive inhibition with a shift from words to pictures or pictures to words, thus adding one more change to the considerable number of category changes which produce the release phenomenon. (Author/CB)

Research on massed practice (MP) and distributed practice effects to preschool children in free recall tasks is reported. A total of 40 kindergarten children were randomly assigned to High Frequency and Low Frequency word groups. No significant differences were found between the two groups on the dimensions of IQ and age. Lists of 32 high…

Of interest in the present experiment was the demonstration of the immediate direct effect of anticipation interval: the performance advantage of a chaining-paradigm group over a nonchaining-paradigm group was lost completely when the anticipation interval dropped from 4 seconds to 1 second. (Authors)

The slower progress of semantic memory research is attributed to the difficulties involved in testing the relevant theories. This paper proposes a model for testing such theories using the Continuous Response (CR) task. The model establishes a link between the rate of recall and the semantic relationships among the category items. (JAZ)

Fifth-grade learning disabled and skilled readers (N=32) were compared on verbal dichotic listening tasks for free recall and cued recall of word lists organized by semantic, phonemic, and structural features. Results indicated that disabled readers were comparable on free recall but were inferior to skilled readers on cued recall. (Author/JW)

Kindergarten, second-grade, fifth-grade, and college subjects were tested in a serial-position recall task under each of four conditions: Visual stimuli/visual recall cue, visual stimuli/auditory recall cue, auditory stimuli/visual recall cue, auditory stimuli/auditory recall cue. Visual stimuli were pictures of common animals and objects;…