This study examined how people use inferences to aid comprehension of connected discourse. (Author/RM)

The results of the present study indicated that learning under feedback type A (presentation of correct response) occurred more rapidly than under type B (presentation of the position of the correct response). (Author)

An examination of a nonverbally warm versus a nonverbally neutral teaching style on learning, question answering and question asking reveals that instructors who behave in a nonverbally warm style may increase learning and verbalness of Eskimo and white students in their classrooms. (Author/KM)

Investigates whether the asymmetry in children's acquisition of polar adjective pairs is based on linguistic factors related to differences in adult usage and frequency or on an underlying conceptual difference. Results suggest acquisition is based on an underlying conceptual asymmetry. (DP)

Results lend partial support to the proposition that the effectiveness of a particular rehearsal strategy depends on the degree to which it provides a discriminative cue for the materials on hand: With homonym pairs, imagery constituted such a discriminative cue, while vocalization did not; with synonym pairs, the converse was true. (Authors/CB)

Research supported by the National Institute of Child Health and Human Development. (DD)

Report from the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the United States Office of Education, Department of Health, Education, and Welfare. (VM)

Experiment was concerned with the validity of the assumptions involved in the proposal of some minor modifications in the frequency theory of verbal-discrimination learning. (Author/CB)

Research was designed to extend the encoding variability hypothesis to highly integrated verbal units and to explore the relationship between stimulus and response meaningfulness in an A-C transfer paradigm. (Authors)

Purpose of the study was to examine transfer in part-whole learning when both adjectives and nouns are used so as to determine if the phenomenon observed with nouns can be found with another part of speech. (Authors/DS)

Frequency theory of verbal discrimination learning holds that the correct and incorrect alternatives of each word pair acquire differential frequencies. (Author/MB)

The author presents experiemental evidence that visual coding is a significant factor in human memory, and examines evidence for the trace modality theory which states that recognition can only be mediated via the modality in which original material was encoded. (GW)

Some salient concepts derived from the information sciences and currently used in theories of human memory are critically reviewed. The application of automata theory is proposed as a new approach in this field. The approach is illustrated by applying it to verbal memory. (Author)

Results indicate that the RCR (rehearsal-of-the-correct-alternative response) plays an important role such that when the RCR is inhibited, performance is reduced. (Authors/CB)