Reports on two experiments conducted to test the hypothesis that the spacing effect in free recall results from greater semantic-feature variability across distributed repetitions than massed repetition. (AM)

This experiment was directed at clarifying the role of verbal associative responses in stimulus recognition. The effects of both distinctive and equivalent verbal labels were assessed. (Author/RK)

Previous research has shown that concrete concepts are more readily attained than abstract concepts. In the present study this dominance effect was confirmed for verbal materials, even when instances and concepts were equivalent in instance frequency, meaningfulness and conjoint frequency. This effect was especially marked under high memory-load…

Data from the State Trait Anxiety Inventory completed by 74 older adult participants in a memory improvement program revealed state anxiety to be a significant predictor of recall. State anxiety and age were negatively associated with recall; study time and vocabulary were positively associated. (SK)

This paper reports a study employing stimulated recall protocols to investigate how L1 English-speaking learners of L2 German use their metalinguistic knowledge during the resolution of selected form-focused tasks. Verbal report data from 10 university level learners were analysed to gain insight into explicit knowledge in action during controlled…

Two experiments explore the activation of semantic information during spoken word recognition. Experiment 1 shows that as the name of an object unfolds (e.g., lock), eye movements are drawn to pictorial representations of both the named object and semantically related objects (e.g., key). Experiment 2 shows that objects semantically related to an…

Subjects' rehearsal strategies in learning a 32-pair mixed list of high- and low-imagery pairs of nouns during the four study trials in an alternating study/test presentation were measured. (Editor)

An adaptive network model is proposed to represent the structure and processing of knowledge. Accessibility of subjects' stored information was measured. Relationships exist among (a) frequency of verifying a test relation, (b) other relations involving concepts used to evaluate test relation, (c) frequency of verifying those relations. (CHK)

This experiment was designed to further investigate how noun imagery as a task variable may supplement the operation of an experimental-frequency mechanism (Ekstrand, Wallace, and Underwood, 1966) in verbal-discrimination learning. (Author)

The purpose of the present experiment was to clarify the nature of retrieving information from Long Term Storage by using forced recall as well as free recall to determine whether further search may lead to retrieval of additional repeated items. (Author/RK)

The experiment reported here investigated how verbalization of subtraction with regrouping operations influenced learning disabled students' self-efficacy and skillful performance, and also explored how effort attributional feedback affected these achievement behaviors. Learning disabled students (N=90) from grades 6 through 8 received training…

In two experiments, differences were investigated between youths (mean age 13 years) and comparison groups with respect to (1) performance on paired-associate tasks involving meaningful and nonmeaningful words, (2) reported use of spontaneously produced learning strategies, and (3) degree to which learning strategies facilitated recall. Under…

An investigation of incidental teaching practices on the spontaneous speech of 12 disadvantaged preschool children during free-play periods which demonstrated that such periods can be powerful learning times by capitalizing on moments when children seek new plan materials. (Author/EH)

Results are reported which show that the facilitating effect of recall on recognition is quite substantial. (AM)

A total of 336 second, fourth, and sixth graders were tested to determine whether the older children automatically attached verbal labels to pictures during paired-associate learning. The author questions whether such labeling necessarily facilitates item learning or associative learning. (JMB)