Subjects asked to recall the 20 items and (not necessarily in) their order on a list took 34 percent fewer trials to learn the list to three perfect trials than did subjects who were asked just to recall the items. (Editor)

The present paper is concerned with uncontrollable, aversive stimulation. (Editor)

This investigation examined the effects of a variety of cue criterion function forms and attempted to evaluate the contribution of the factors just named, i.e., the response consistency of subjects, detection of task linearity, and the detection of task nonlinearity, to observed differences in learning. (Author/RK)

The study compared multiple-list transfer (from three training lists) and single-list transfer (from one training list), with total amount of training held constant (at 3, 12, or 36 trials) and with each A-B' and A'-B training list at the same level of similarity to the transfer list. (Editor)

The purpose of the present study was to determine whether the results obtained by Knowles et al. were a result of varying levels of redundancy or varying levels of other task parameters. (Author)

These experiments seek evidence for the existence, the operation, and the extent of influence of one type of code--a verbal, linguistic, semantic, name code--on memory. As well, they bring a new stimulus dimension, color, to this kind of test in a manner that would allow identification of individual variation in the use of different verbal labels…

Together, these studies replicate and extend Gordon and Spear's (1973a) findings that proactive interference decreases as the interval between prior and subsequent learning increases and that reactivation of a prior memory just before subsequent learning significantly increases the proactive interference due to the prior learning. (Author/RK)

The implications for education are discussed in an experiment that measured student desire to achieve either at a high or low standard in the classroom. (Editor/RK)

The hypothesis that either familiarization or the association of items to context produces the crossover effect in whole-part learning was tested. The crossover effect refers to the eventual negative information transfer that occurs at the end of second-list learning. Results were interpreted in terms of a stage model of learning. (Editor/RK)

The differential effects of studying for recall and recognition tests were studied by means of a transfer experiment. The 48 subjects learned three lists of paired associates with either all recall tests or all recognition tests and then were transferred to a fourth list with either the same test or the other test. (Editor)

This research finds that the experience of time-in-passing is an inverse function of the processing demanded by a concurrent task. An attentional model is suggested and evaluated against the literature. (Editor/RK)