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)

Response latency (RL), accuracy, and confidence data were obtained from six subjects, each tested for 20 experimental sessions in a long-term recognition memory paradigm. Based on signal detection theory assumptions, functions were derived that described the relationship between RL and the separation of test item and criterion along a theoretical…

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)

The latency to classify a test item as not being from a memorized list of category words is usually slower when the test items are categorically related to memorized words than when they are unrelated. This observation has been explained by four models of recognition, which are evaluated here. (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)

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)

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

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)

The relationship between the depth to which a word is initially processed and its eventual probability of being recognized was investigated with amnesiac (alcoholic Korsakoff) patients. (Editor)