We examined whether 2 types of interpolated tasks (i.e., retrieval-practice via free recall or guessing a missing critical item) improved final recognition for related and unrelated word lists relative to restudying or completing a filler task. Both retrieval-practice and guessing tasks improved correct recognition relative to restudy and filler…

Reported an experiment on the effects of taxonomic organization on 7- and 11-year-olds' free and cued recall of two- and four-category lists. Analysis used a stages-of-learning model that simultaneously delivered estimates of the impact of these manipulations on storage and retrieval components of recall. (Author/CB)

Second-graders, fifth-graders, and adults participated in an experiment of cued recall for cue-target picture and word pairs. Results suggested that differences in the encoding of both specific and categorical attribute information contribute to developmental recall differences independently of encoding intent and stimulus modality. (Author/CB)

Five experiments were conducted comparing performance on paired-associate lists of stimuli that rhymed with lists of stimuli that did not rhyme. Results are discussed in terms of the role of input position cues in aiding discrimination among items. (Editor/RK)