Full-term middle-class, full-term lower-class, and preterm infants were compared on cross-modal and visual intramodal functioning in order to determine whether cross-modal functioning would be impaired in infants born prematurely, or in full-term infants who were being raised in less advantaged environments. (MP)

The guessing-bias and proactive interference hypotheses of the Ranschburg Effect were investigated by giving three groups different instructions as to guessing during recall. Results failed to support the prediction that the effect should be reduced or eliminated on shift trials. Neither hypothesis received significant support. (CHK)

Examines the effect of organizational word-visuals which are designed to facilitate accurate and efficient storage of new material within the learner's cognitive structure, resulting in better recall. Concludes that word-visuals can increase learner's recall of factual information from mediated instruction and from textual materials. (RS)

This study investigated the possibility that the amount of content children include in their stories is affected by how stories are presented. Simple stories were presented to kindergarten and Grade 2 children in 3 conditions: orally (oral only), pictorially (pictures only), and combined oral and pictures. The kindergarteners recalled more content…

Episodic memory (EM) deficits are the hall-mark of Alzheimer's disease (AD). Story-retelling tasks are particularly sensitive to EM impairments and require participants to recall a short story immediately and after a delay. The purpose of this study was to determine whether presentation modality influences story recall in AD participants. Thirty…

Boundary extension is a tendency to remember close-up scenes as if they extended beyond the occluding boundaries. The authors explored the contributing factors using brief retention intervals and computer-generated images. Boundary extension turns out to be more complex than previously thought and is not linked to the effects of image…

The concept of adding pictures to text to attempt to produce significantly better recall when instructors are not available was examined in this study. Forty-seven undergraduates, selected from an original group of 90 who took the Group Embedded Figures Test, were classified as field independent or field dependent, and randomly assigned to one of…

TO DETERMINE THE COMPARATIVE AMOUNT OF LEARNING THAT OCCURRED AND THE AUDIENCE REACTION TO MEETING EFFECTIVENESS, A 20-MINUTE INFORMATIVE SPEECH, "THE WEATHER," WAS PRESENTED WITH VISUAL AIDS TO 23 AND WITHOUT VISUAL AIDS TO 23 INFORMAL, VOLUNTARY, ADULT AUDIENCES. THE AUDIENCES WERE RANDOMLY DIVIDED, AND CONTROLS WERE USED TO ASSURE IDENTICAL…

This study was conducted to determine whether the recent semantic-physical processing distinction that Jenkins and his associates have invoked to account for differences in subjects' recall and clustering of verbal materials could be extended to include pictorial materials as well. In the first experiment, second-grade children were exposed to 15…

Seventy-two preschoolers and 72 second graders observed a model choose his "favorites" in a series of common object trios and were then asked to recall the model's choices. Children at each age witnessed the procedure under a fixed level of distraction, under instructions either to 'look' or 'remember,' and under one of three vicarious consequence…

This study tests the idea that visual presentation leads to higher performance on a delayed recall test than auditory presentation. It is predicted that the normal immediate free recall procedure yields a different pattern of results on a delayed test than a condition having immediate recall of each list. (CLK)

A recall paradigm tested twenty-four 5-year-olds and twenty-four adults on short-term recognition memory for briefly presented visual information. Results indicate that processes other than verbal labeling are probably more responsible for age differences in immediate memory performance than labeling. (JH)

With a serial-recall procedure the last few items are better recalled following auditory as opposed to visual presentation. The present study investigated the locus of this modality effect. (Editor)