An experiment was carried out to study the processes of linguistic memory. Subjects were asked to read aloud brief prose passages and repeat what they had read. The "deviations" from the original passages were analyzed to determine the time of the deviation, during decoding or recall. (Text is in Italian.) (CFM)

Mentally retarded and nonretarded children (N=18 each) of equal mental age read lists of nine nouns presented simultaneously in a horizontal format. Recall of items when isolated was reliably higher than when not isolated for both groups. (Author/CL)

In the present study, in which narrative passages were divided into linguistic subunits and these subunits measured for their structural importance, it was determined that the structural importance of the units was related to recall. (FWB)

Presents results of a test of nonmusic majors' ability to remember song titles. Suggests that, although the process of categorization seems to be a basic function of perception, appropriate categorization needs to be learned. Supports the view that music learning, like verbal learning, involves a categorization of stimuli based on holistic…

This study attempted to determine if white noise (an arousing stimulus), when presented at the time of recall, facilitates performance of second and fifth grade students, and if this effect generalizes across different kinds of learning tasks. Findings indicate that white noise produces improvements in performance in both age groups. (GO)

Concludes that information retention varies with subjects' reactions to feedback and the kind of immediate practice. (RB)

This study tests the hypothesis that labeling facilitates recall in nursery school children if and only if it leads to rehearsal. Subjects were 34 children ranging in age from 47 to 53 months. During pretraining, those children in the Label group named pictures of animals and fruits as they were presented, while those in the No Label group matched…

The study was intended to determine the effect of the mode of verbalization of a discovered generalization on short-term retention of ability to use the generalization. Fifty preservice elementary teachers were assigned to one of the five verbalization methods: speaking, listening, writing, reading, or no verbalization. Each performed on six…

When subjects are tested on ordered information, performance is better on inferences than on information actually presented during training. Humphreys suggested that superiority on inferences derives from differential frequency. This experiment refutes that position, demonstrating that superiority on inferences is observed even when frequency is…

Recalls from five passages learned by undergraduates in the course of growing up in America were obtained. Recalls, while partial, were exact with no evidence of constructive memory. Results fit a simple model of associative chaining retrieval of passively stored surface structure units. (CHK)

Examines whether, after a single reading, the recall of text elements depends on the length of the passage. Results show more detail was remembered 23 hours later for short passages than for long. Concludes that negative effects of passage length on test performance were due in part to acquisition processes rather than retrieval. (EKN)

The position is confirmed that both types of information feedback improve retention, but the delayed information feedback method is more effective. From this study it can be postulated that feedback in general does improve performance. (Authors/CB)

The interference effect of subsequent learning on the retention of material already learned is investigated employing difficult prose passages and a recall test. (PR)