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)

The primary purpose of this study was to determine if the mentally retarded child is capable of the long-term retention of mediational links that he has formulated previously on a paired-associate task. (Author)

The purpose of this experiment was to determine if the verbal system is involved in coding pictorial reresentations when the task requires the acquisition of their relative order. (Author)

Findings were that imagery instructions for picture pairs were generally more facilitative than imagery instructions for word pairs, with children at this age exhibiting little variability in their capacity to utilize a visual imagery strategy when pictures comprised the learning materials. (Authors)

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)

Study was conducted with the purpose of analyzing individual differences in the use of organizing strategies and considering their relationship to performance involving short-term memory. (Author/CB)

Results indicated that interaction, even when nonmeaningful, was more facilitating than juxtaposition of picture and words. (Authors)

Reinstatement is the increased retention of previously learned behavior. (MB)

These results demonstrate the kindergarten child's relative inability to produce ongoing thematic activity when this activity is physically separated from the objects involved. (Authors)

Study designed to assess the effectiveness of different types of visual mnemonics on the memory for nouns in a paired-associate learning paradigm. (Authors)

Findings are most consistent with a mediation interpretation of transfer. (Authors)

The role of motor activity in children's formation of dynamic mental imagery was investigated in 2 experiments using a paired-associate recognition task. (Authors)

Results of a study involving 60 Headstart children and paired associate lists; the relationship between RI and PI is as would be predicted under these conditions with children. (Author/SP)