An important issue in encoding theories of memory is the stability of encodings from one stimulus presentation to the next. Article investigate the use of homonyms as an approach to observing the changes in word associations. (Author/RK)

The relation between orientation task and resultant structure of the memory trace was studied using an incidental learning paradigm. Twenty subjects examined 50 pairs for meaningful associations (semantic task), and 20 for rhymes (nonsemantic task). (Editor)

Research was conducted to clarify the previously reported recognition superiority of balanced over polarized homographs. (Editor)

Craik and Lockhart's (1972) levels-of-processing theory has spurred new interest in semantic processing as a factor in memory, particularly with regard to free recall following incidental learning. However, their formulation lacks a clear description of the operations and structures involved in semantic processing. This research outlines a…

One possibility explored in the present study is that semantic encoding and, consequently, the usefulness of interitem relations in recall depend not only on attention to meaning but also on the particular attributes of meaning on which one's attention is focused during study of the words. (Author)

The present study, by requiring subjects to decide whether the two words in a stimulus pair have the same or different meanings, is an attempt to measure the time necessary to encode a printed word into a representation of its meaning which is available for subsequent matching. (Author)

This experiment attempts to maximize orthographic while reducing semantic bases for processing by using lists of words from a single category (girl's first names), presenting the first letter as a cue for each word during both study and recall trials, and blocking together all words with the same first letter. (Author)

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)

Structural and semantic levels of processing were distinguished in two experiments that varied stimulus meaningfulness in an incidental learning paradigm. (Editor)

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…