Thirty institutionalized mildly retarded adolescent Ss and 30 matched MA elementary school nonretarded Ss were presented 18 items for five free-recall trials in a study of basic determinants of clustering behavior (the recall of sequences of related items following their random presentation). (Author/DB)

Examines the hypothesis that first, third, and sixth graders' recall of noun triplets would be facilitated by using (1) related pictures of nouns, (2) training in imagining relations between separate pictures of nouns, and (3) a combination of these two processes. (DP)

The major finding of the present experiment was that children as young a 7 or 8 (second graders) were able to employ an induced visual-imagery strategy to facilitate paired-associate learning. (Authors)

Findings support the hypothesis that, at least with elementary age educable mentally retarded children, large effects of elaboration instruction on recall are not found when the learner is not permitted to overtly verbalize his elaborations. (Authors)

The present experiment was designed to give attention to a potentially important parameter, that of paired-associate task modality. (Author/RK)

The determination of the extent to which generalizations derived from studies of rote verbal learning, particularly paired-associate learning applied to highly meaningful materials, was the focus of this study. It was found that discriminating tags to synonyms and antonyms permitting the application of appropriate transfer rules may be attached.…

Study investigated performance under the conditions of: presentation of noninteracting picture pairs, presentation of interacting picture pairs, and presentation of noninteracting picture pairs with instructions to create interacting images. (Authros/CB)

Results indicate that when subjects are given explicit instructions as to the interlist relationship and when the transfer list is presented at a relatively slow rate, both positive and negative transfer effects may be obtained in the serial/paired-associate paradigm. (Author)

Research supported by grant from National Institute of Health. (DS)

Results of this study indicate that free recall output order reflects item membership in subjective units, but evidence that recall depends on organizational stability was minimal. (Author/MB)

Results support the importance of the passage of time during learning as the crucial factor affecting high-arousal recall. (Author/MB)

Purpose of this experiment was to investigate the relationship between stimulus recognition and various learning conditions which were designed to affect both stimulus encoding and associative learning in a paired-associate task. (Authors)

Pattern of results suggests that retardates were relatively deficient in the spontaneous use of effective rehearsal mechanisms, but could perform as well as normals when instructed to use a specific rehearsal strategy. (Authors)

Results indicated that variations in deep structure grammatical relations but not surface structure complexity influenced noun pair retrieval. (Author)