Examines some of the issues that underlie the conceptual structure of the computational approach to cognition. Finds that this approach construes symbolization too narrowly, thereby blocking more adequate treatments of learning and acquisition of skills. Discusses the notion of symbol and symbolization and suggests an alternative approach to the…

Examines Kolers and Smythe's 1984 paper on the computational approach to cognition. Considers: (1) five specific criticisms of the computational approach, (2) their analysis of the conceptual basis of symbolization, and (3) their proposed alternative approach. Summarizes their position and discusses its shortcomings. (SED)

Discusses Kolers and Smythe's 1984 paper on the computational approach to cognition. Suggests some factors that support the continued emphasis on the analytic approach of the psychological representation of knowledge, but also acknowledges that they have provided a useful set of distinctions and at least one vocabulary for describing them. (SED)

Discusses the process and role of chunking of items, with further organization of the chunks, in verbal learning. (RM)

This paper evaluates associative theories of sentence memory, based on the model of J.R. Anderson and G.H. Bower. A model of Human Associative Memory (HAM) is generalized and defined, and alternative models incorporating configural information are presented. (CK)

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)

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)

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…

An attempt was made to identify comparable subjective subsequences in the serial learning of a prose passage and to examine the relationship of such organizational encodings to the variable of structural importance. Results of serial learning and free recall indicated learners associatively organized individual prose subunits into subjective…

Paper based on experiment 1 which was presented at the Thirteenth Annual Meeting of the Psychonomic Society, St. Louis, Mo., 1972. (RS)