In each of four paired-associate studies with verbs and adverbs, more correct responses occurred with the verb-adverb order than with the adverb-verb order. (Editor)

An experiment was performed to test predictions based on a combination of the frequency theory of verbal discrimination learning and Taylor-Spence drive theory, the latter of which postulates a Drive Level x Task Complexity interaction. (Editor)

Reports the results of two experiments on the effect of delay of informative feedback, immediate tests, and forms of informative feedback upon seven-day retention. (RB)

Briefly summarizes the proceedings of a meeting to consider the implications of assessment for both secondary and tertiary chemical education. (PEB)

Describes an experiment designed to test predictions derived from a model of recognition memory that assumes no retrieval processes. It is argued that context effects do not necessarily imply retrieval processes in recognition. (Author/AM)

A Bayesian statistical procedure separating storage from retrieval was used to study development and release of proactive interference in the Brown-Peterson paradigm. A theory of PI is developed stressing response competition at test time and interference in transfer between short- and long-term memory. (CHK)

This study was designed to analyze developmental differences in the rehearsal strategies of 60 subjects of three age groups. Data revealed significant age differences in recall. Fifth and eighth graders tended to repeat stimulus words immediately after presentation while adults tended to reenter items for additional rehearsal. (LLK)

Describes three experiments which investigated memory for items and order in a progressive elaboration paired-associates task. Subjects were kindergarteners, second and fourth graders. Experiments I and II indicated an age effect on order retention which was overcome through instruction in Experiment III. (JMB)

Research supported in part by the National Institute of Mental Health, grant MH-13515.

Research supported by grant MH-12627 from the National Institute of Mental Health, and based on a PhD dissertation submitted to George Peabody College.

Study supported in part by U.S. Office of Education Grant.

Third and fourth grade students were administered a learning strategy screening in an attempt to determine: (1) their ability to describe individual learning strategies used to remember presented words, (2) the classifiability of student learning strategy descriptions as primarily visual or verbal, (3) the feasibility of using multiple student…

Thirty-two intellectually superior and 32 intellectually normal fifth and sixth graders were compared on measures of attention and comprehension of complex verbal stimuli under successive versus simultaneous modes of presentation. Ss were exposed to either successive or simultaneous presentation of printed short stories on slides. Analysis of…

A study to investigate the effect of a visual-verbal method versus a traditional dictionary method to teaching vocabulary development involved 44 students in seventh grade literature classes. A review of the literature indicated a need for quality vocabulary instruction that could offer students more creative, diverse methods to increase their…