If intentional forgetting is to be understood, research must focus on the specification of exactly how memory search and decision processes are altered when a subject is instructed to forget. This research addresses that problem. (Author/RK)

Describes three experiments which investigated the mechanism underlying memory for movement-extent cues in preselection. Experiment 1 showed that memory for movement extent was better for subjects who were allowed to preselect their own standard. Experiments 2 and 3 examined the role of active movement in preselected and nonpreselected movements.…

Attempts to define the relationships between four measures of recall in a two-recall task, namely (a) initial short-term recall (STR), (b) unconditional final free recall (FFR), (c) final free recall conditionalized on an initial successful recall (FFR/STR), and (d) final free recall conditionalized on an unsuccessful recall (FFR/STR). (Author/RK)

In a recently reported study, the functional components of imagery and vocalization strategies in children's verbal discrimination learning were examined, following the combined experimental/correlational logic of Underwood. The present research extends those results to a strategy that (unlike imagery and vocalization) has a positive influence on…

The major concern of the present experiment was to determine whether increased covert rehearsal is the sole cause of the release from proactive interference in short-term memory. (Editor)

Most studies of memory emphasize the direct encoding of physical stimuli. In contrast, this research investigates memory for the internal stimuli that are generated during processing of a presented stimulus. (Editor)

In the first of two experiments investigating the inhibitory effect of cuing, the taxonomic frequencies of cue words and critical words were manipulated orthogonally. (Editor)

Tulving and Thomson's encoding specificity effect was examined as a function of grammatical class and concreteness of the cues. (Editor)

Evidence for the hypothesis that the appearance of visually presented words is stored in "literal copy" form is critically evaluated and shown to be inconclusive. An experiment in which students were required to retain information about zero, one, or two visual properties of words is reported. (Editor)

This research investigates why it is that the more concrete the subject noun phrase of a sentence, the more likely the predicate is to be recalled when the subject noun phrase is the cue. (Editor/RK)

Recent research has suggested that outcome feedback is not the optimal form of feedback for learning complex interference tasks. The present experiment was designed to test the effects of outcome feedback against cognitively oriented feedback in a number of linear tasks. (Editor)

Four experiments gave direct tests of a popular hypothesis about the role of classical conditioning in person perception and social judgment. (Editor)

Attempts to help specify the boundary conditions for use of the recognition-recall method, i.e., recall made conditional upon recognition, and to use this method to evaluate a hypothesis about stimulus-concreteness effects with low-meaningful responses. (Author/RK)

These experiments consider similarities and differences between classifications of pictorial and verbal stimuli in order to investigate whether the kinds of information used differ depending on the stimulus class. Three hypotheses regarding the information used in picture and word classification were evaluated. (Author/RK)

Kindergarten and second-grade children's free recall on repeated trials was investigated using a semantic orienting task procedure. (Editor)