Subjects listened to a short science passage one, two, or three times. Overall amount recalled increased with number of presentations, but recall of conceptual principles and related information increased sharply with repetition, whereas recall of formal equations and concrete analogies did not. Advance organizers functioned similarly. (Author/PN)

Subjects read a text concerning a new computer programing language, with an advance organizer given either before or after reading. On a recall test, there were different patterns of performance. Results suggested that the locus of the effect was at encoding rather than retrieval. (Author/GDC)