The mnemonic consequences of semantic, acoustic, and orthographic encoding and the relationships between encoding and retrieval cues were investigated in an incidental-learning experiment involving 24 first-, third-, and fifth-grade pupils. Each child was asked one orienting question for each of 18 words; the questions differed in the type of…

To investigate organizational strategies of educable mentally retarded (EMR) and normal boys, the performance of 30 normal boys (mean IQ 105.1) and 30 EMR boys (mean IQ 69.9), ages 7-12 years, was compared on various free recall learning tasks. Three measures of input organization employed were category clustering, associative clustering, and…

The superior retention of superordinate ideas over time was replicated in this study which demonstrated the construct validity of a recognition test based upon the structure of a prose passage. A link was made between existing data on memory for prose and past theory: Ausubel's subsumption theory and Craik and Lockhart's levels-of-processing…

It was hypothesized that if the episodic structure of a story determines subjects' organization of that story in memory, then variation in structure should affect the organization of information in recall. (Author/NCR)

A description of a series of six experiments dealing with human memory processes. They examined the types of codes generated in maintenance rehearsal and the effects of rehearsal time at various single levels of encoding. Data confirmed earlier findings and led to conclusions regarding repetition, encoding and levels of processing. (AMH)

The relation between the amount of free study time needed to prepare for a perfect serial recitation and the number of words in the list was determined for individual subjects. List organization, controlled by experimenter or by subject, failed to affect difficulty. (CHK)

Two recognition memory experiments were used to study the retention of language and modality of input. A bilingual list of American Sign Language signs and English words was presented to two deaf and two hearing groups, one instructed to remember mode of input, and one hearing group. Findings are analyzed. (CHK)

Study shows that additional reviews are not only highly effective in terms of delayed retention, but also are very efficient in terms of numbers of examples used as well as amount of time spent on those examples. (Author/CB)

Results are consistent with the hypothesis that sequential memory is dependent upon the availability of a verbal memory code. (Authors)

Presents evidence to support theory that infants learn their language by first determining, independent of language, the meaning which a speaker intends to convey... and by then working out the relationship between the meaning and the expression they heard. (Author)

Evaluated contributions of age, presentation modality, task demand, and content structure to prose recall variation among adults. Tested 60 young and 60 older adults for recall of ideas in 641-word prose passage. Found recall for total number of idea units was significantly lower for older participants and for auditory presentation across both age…

Subjects read sets of active or passive sentences, and an active or passive question was asked about one. Errors were compared. Results suggest that surface form of a single sentence is retained; surface and deep structures are retained for two, and only deep structures of four and eight sentences. (CHK)

Four presentations in two recall conditions (immediate and one-week delay) were used to investigate the combined effects of imagery and semantic organizational strategies on the free recall of 80 college undergraduates. Both imaginal and semantic organization were comparably manipulated presenting each response noun simultaneously with an imagery…

FOUR EXPERIMENTS WERE CONDUCTED TO STUDY EFFECTS OF VERBAL CUES ON LEARNING RETENTION AND TRANSFER. CUES INCLUDED RULES AND ANSWERS PROVIDED BEFORE RESPONDING AND RULES AND ANSWERS PROVIDED AS FEEDBACK. THE FIRST EXPERIMENT INVOLVED SECONDARY SCHOOL STUDENTS WHO USED RULE AND ANSWER PROMPTS. THE SECOND EXPERIMENT CONSIDERED PROMPTS AND FEEDBACK.…