Retrieval and response criterion explanations of the effects of text organization on memory were tested in four experiments. More target information was freely recalled when it was high than when low in content structure. Retrieval cues reduced recall differences between information high and low in the structure. (Author/RD)

Three experiments were conducted, investigating the buildup of and the release from proactive interference, in which the stimulus materials were brief prose passages about specific topics. Each passage was followed by a multiple-choice test, and then a final test on all the passages read was given. Implications of the data for standardized tests…

Subjects read passages taken from Bransford and Johnson's materials either with or without the context-inducing title provided. The presence of the title increased comprehension and recall but had no effect on recognition. Activation of relevant information already stored in memory may not be essential to the encoding process. (Author/RD)

A perspective, based on an elaboration of Underwood's (1969) attributes model of memory, is advanced which proposes that for all types of information both detailed and thematic attributes are stored. Two experiments using prose passages as stimulus materials test this proposal. (Editor/RK)

According to Barlett (1932) remembering prose is a constructive process. Meaningful material is stored in memory in schematic form and recall is achieved by a process of reconstruction. Bartlett observed that recall becomes distorted with the passage of time. This research deals with constructive remembering over time in terms that are compatible…

Whether overgeneralization of quantified relations in a story reflects reasonable inferences from the story's theme was examined. Subjects read narratives with similar story structures but different thematic conflicts. Recognition results showed that overgeneralization "errors" are systematic, consistent with thematic elements of the…

Paragraph recall was easier if prior information, presented as elaborations of the paragraph sentences, was precise, rather than irrelevant or imprecise. Precise information also permitted quick and efficient elaboration of new information. (Author/CP)

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)