The effects of the outcomes "right" and "wrong" upon subsequent correct responding in paired-associate learning have recently been interpreted as a function of subject's memory of previous responses and their outcomes. Tests that interpretation in two experiments of recall procedures. (Editor/RK)

Three experiments were conducted in which expectations of learning and transfer based on associative theory or frequency theory differed from those based on a theory of mental imagery. (Editor)

Four free-recall experiments are reported that investigate the relationship between the organization of rehearsal and the organization of recall. (Editor)

Three reaction time (RT) experiments using a modified Strenberg procedure were conducted to determine the number of memory representations maintained for perceptual (dot-pattern) concepts. (Editor)

A list discrimination paradigm was used to examine the effects of orienting tasks upon the later temporal discrimination of words. The orienting task involved judgments about the relatedness of the words in a list to some concept. (Editor)

The present research represents an initial attempt to compare the results obtained using artificial information with results obtained in a typical semantic memory experiment. (Editor)

Using a network of comparisons, B. Hayes-Roth and F. Hayes-Roth found that subjects performed better on adjacent than on nonadjacent comparisons. Results suggested that such networks are processed in a manner fundamentally different from simple linear arrays. Here subjects were required to learn a similar knowledge structure. These results…

Sought to elucidate the nature of odor memory by applying paradigms from verbal learning and semantic memory and to investigate two processes affecting paired-associate performance. (Author/RK)

It has been demonstrated that instructions to learn have no effect on immediate recall in the incidental learning paradigm used by Jenkins (1974). This research further investigated this finding by factorially manipulating recall instructions (incidental vs. intentional learning), presentation rate of materials, retention interval, and type of…

Considers whether students will remember only the meaning of a lecture or the meaning plus the actual words used and if there is a difference in the amount of memory for various types of statements. In particular, are topic statements remembered better than mere illustrative material and is there preferential memory for extraneous statements…

In a series of experiments, it was found that asking questions about information in a prose sequence while it is being presented can affect the degree to which that prose material is stored as a unitized whole, and that this in turn will affect how well that prose is remembered. (Editor)