Discusses the theory that the effect of repetition is greater when memory for an earlier presentation of the repeated item is less accessible. Describes experiments revealing interactions between the spacing of repetitions and the similarity of repetitions, the type of intervening material and cue effectiveness. (EKN)

Investigates the role of story schemata (setting, theme, resolution, plot, etc.) in adults' metacognitive monitoring of overall knowledge of stories. (EKN)

Describes five experiments in which instructions to rehearse previously presented pictures increased the likelihood of their being identified in a later test. Results show recognition was higher for cued than uncued pictures and that the effect of cuing diminished as the lag between presentation and cuing was increased. (Author/BK)

Examines the effects of having both a semantic and a superficial perceptual category for organizing lists of words in free recall. Discusses the effect of individual difference characteristics, such as personality characteristics of the subject, on the results. (EKN)

Experiments demonstrating that perceptual identification and recognition memory both rely on memory for single prior processing episodes, contrary to common assumption, are reported. The balance between data-driven and conceptually-driven processing in reading is explored, and the effects of changing the subject's reliance on one or the other…

One hundred forty-four subjects received 4 Brown-Peterson trials with recall triads from a common encoding category. Items on three trials were from a common subset, while on the fourth, the subset was shifted or not, and a cue was presented or not. The cue influenced response generation, a shift improved recall. (CHK)

In these studies, people recalled additional, previously unrecalled information from stories following instruction to take a new perspective. The data clearly show the operation of retrieval processes independent from encoding processes. (SW)

Three experiments were conducted to examine the relations between retrieval and encoding in a levels-of-processing framework. (Author/RM)

Two experiments tested for effects of intralist cues upon recognition probability. Categorized and random lists were each tested, with targets appearing with zero, one or three intralist cues. Experiments showed substantial effects of trials and list type, but not of intralist context. (CHK)

A description of a series of six experiments dealing with human memory processes. They examined the types of codes generated in maintenance rehearsal and the effects of rehearsal time at various single levels of encoding. Data confirmed earlier findings and led to conclusions regarding repetition, encoding and levels of processing. (AMH)

Given the currently numerous applications of word-nonword classification tasks in psychological research, the present study was designed to determine the relative influences of a large number of potentially important variables on response time in tasks of this sort. (Author/NCR)

The probability of recognizing a member of a word pair tested with the pair intact was shown to equal the probability of recognizing a single word plus the probability of recalling an unrecognized word. (Author/NCR)

Explores two approaches to discourse structure and comprehension. Illustrates that prior knowledge is ued in conjunction with cues to construct the macrostructure of the story. Provides evidence that text comprehension is based on the presentation of the propositions of the story. (PMJ)

Reports three experiments investigating the relationship of the suffix effect and echoic memory. Shows that echoic memory persists for at least 20 seconds. Illustrates that echoic memory can be used to establish a more effective nonechoic memory. Shows that recency recall is higher to auditory than to visual items. (PMJ)

In experiments where hypnotized subjects learned one word list while happy or sad, retention proved to be surprisingly independent of the congruence of learning and testing moods. Learning mood provided a helpful retrieval cue and differentiating context only where subjects learned two word lists, one while happy, one while sad. (EJS)