Three experiments investigated factors influencing the integration of facts acquired from texts. Subjects encountered related facts in the context of relatively long, meaningful texts, a single text, or in two separate texts. Results indicate that integration can occur in both cases. (SW)

Research supported by grants from the National Science Foundation, Public Health Service Research Center, and National Institute of Child Health and Human Development. (DS)

The hypothesis that free recall involves the generation of candidate items followed by a decision process was tested in a situation which compared a standard recall test with a test that involved the overt generation and recognition of candidate items. (SW)

Three new experiments concerning the depth-of-processing view demonstrate that repetition at the phonemic depth of processing does facilitate memory, regardless of whether the repetitions are massed or distributed and regardless of whether the dependent variable is uncued recall, cued recall or recognition. (Author/RM)

Reports on two experiments which question the assumption that semantic processing is superior to nonsemantic processing, and which demonstrate that effective semantic elaboration cannot be equated with the quantity of semantically congrous information. (Author/AM)

The Bransford and Franks paradigm for the study of semantic integration is called into question. Three experiments are described that test the hypothesis that this paradigm produces its results by creating confusion and interference. The results call for continued search for a paradigm relative to the study of integration. (AMH)

A description of four experiments confirming the theory that recall of a given item from a semantically categorized list is impaired by the presence of other items from this same category. This inhibitory effect of part-set "cuing" is interpreted here as a cue-overload effect. Selected references are included. (AMH)

The introduction of laboratory computers has facilitated investigation of quantitative theories in the investigation of memory. Data from a recent qualitative study was used to test two quantitative theories. The strength-resistance theory fitted the data quantitatively without significant deviations. Statistical tables and references are…

Research supported by grants to the University of Minnesota, Center for Research in Human Learning, from the National Science Foundation, the National Institute for Child Health and Human Development, and the Graduate School of the University of Minnesota. (DD)

Research supported by a grant from the National Institutes of Mental Health to Mr. Bower. (VM)

Two experiments investigated the relationship of verification to the answering of yes-no questions. Subjects verified simple statements or answered simple questions. Various proposals concerning the relative difficulty of answering questions and verifying statements were considered, and a model was proposed. (SW)