In the first of three studies, separately reported, the effects of prompting and sequencing on a science concept task were studied with college students. The data analysis showed that the prompting procedure was significantly different from a no-prompting condition; prompting seemed to negate the affect of the defined concept instructional…

Two studies examined serial recall process of first-grade Canadian children from inner-city and suburban backgrounds. In the first study significant differences were found in the serial position curve of recall. Suburban children recalled a greater number of early-presented, primacy items, while inner-city children who had equivalent span…

A study was devised to investigate the effects of sequence of concept presentation and practice in a concept learning task. Learners were presented with either one conjunctive concept at a time, or with multiple concepts all related to the same principle. Practice was sequenced in four positions: before concept presentation, after concept…

Effects of serial and concurrent task presentation on skill acquisition, generalization, and maintenance were compared with two severely retarded females (22 and 25 years old). (Author)

As predicted, foods from categories typical of most people's restaurant schemata (conceptual framework) were better recalled by undergraduates who read a restaurant narrative, than those reading about supermarkets, a less structured schemata. Findings confirm Ausubel's notion that information which fits slots in a conceptual framework is more…

Tests 64 deaf students from oral and total communication settings to examine whether a deficiency in spontaneous strategy use accounts for their verbal short-term memory performance. Spontaneous rehearsal of both deaf samples seemed to emerge later than the hearing sample's and was inefficiently implemented and less effective in mediating recall…

The chaining, position, and dual-process hypotheses of serial learning (SL) as well as serial recall, reordering, and relearning of paired-associate learning were examined to establish learning patterns. Results provide evidence for dual-process hypothesis. (DS)

Research based on author's master thesis and supported by funds from the National Science Foundation. (DS)

A primary purpose of the present study was the evaluation of possible differences in process between the recall and anticipation methods of serial learning. (Author)

The utility of a model of cognition for developing the coding strategies of mentally retarded persons was assessed with 20 moderately and severely retarded residents (mean age 15 years) of an institution. Correlational analyses confirmed the sequential processing nature of the training tasks, and the relationship between coding and language tests.…

The notion of strength is defined in several alternative ways for chains of associations connected in series and in parallel. Network strength theory is extended to handle retrieval dynamics for a network of associations, in a manner that permits various degrees of serial versus parallel manner that permits various degrees of serial versus…

Used a variance-partitioning procedure to identify age-related and age-invariant components of verbal and spatial memory span in 6- to 12-year olds. Concluded that verbal and spatial short-term memory appear to rely on similar processes when serial recall is required and that development in span is closely tied to increases in processing speed.…

This study examined the interrelationships among a number of episodic memory tasks and among various attributes of memory. A sample of 200 college students was tested for ten sessions; 28 different measures of episodic memory were obtained. In addition, five measures of semantic memory were available. Results indicated that episodic and semantic…