Reference is made to a 1973 article of Singer and Rosenberg regarding linguistic integration. Some of their arguments are supported, and certain claims about integration clarified. (RM)

Reports on a study designed to show that Tulving's theory of encoding specificity and Bahrick's theory of associative continuity are not contradictory, rather complementary. (CLK)

This study was based on that of Jorgensen and Kintsch (1973) regarding verification time and ease of imagery of sentences. The present study concluded that the results of Jorgensen and Kintsch do not distinguish the effects of rated imagery on reaction time from the effects of semantic relatedness and semantic complexity. (Author/RM)

Partial report of data presented at the 1971 convention of the Eastern Psychological Association. (VM)

Research supported in part by U.S. Public Health Service, National Institute of Mental Health. (DD)

Research supported by Public Health Service grants to the Bureau of Child Research, University of Kansas, Lawrence, Kansas. (VM)

Based on part of a dissertation submitted to the University of Michigan in partial fulfillment of the requirements for the Ph.D. degree. Revised version of a paper given at the 80th Meeting of the Acoustical Society of America, Houston, Texas, November 1970. (VM)

Results of a study indicated that adults reading for retention spent more time focusing on syntactic structure, while those reading for immediate comprehension focused more of their time on semantic content. However, the children (fifth graders) used reading strategies that involved mixtures of both of the adult components. (SL)

Describes an experiment to test two assumptions concerning what is stored in the memory with regard to sentence structure: (1) that the linear effect observed is based on a tally model rather than on an integrationist mechanism; (2) that this linear effect is not uniquely the result of a mechanism operating at comprehension. (CLK)

Research supported by a grant from Albert Steiner to the University of Cincinnati. (DD)

Research performed, in part, while the author was a research assistant at the Wisconsin Research and Development Center for Cognitive Learning; remainder conducted at the University of Texas under a National Science Foundation - USDP grant. (VM)

Based on the author's doctoral dissertation. Experiments supported by a National Science Foundation Predoctoral Fellowship and a National Institute of Mental Health grant; paper preparation supported by the Learning Research and Development Center, University of Pittsburgh, through the U.S. Office of Education. (VM)

Study examines possibility that certain story constituents are better recalled than others, suggesting a universal, underlying representation for a story by controlling for semantic content of settings, initiating events, internal responses, consequences, and reactions across versions of same story. Results show subjects transformed syntactic form…

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 grants from the National Institute of Mental Health, the National Science Foundation, and the Educational Testing Service; examines the psychological validity of Fillmore's theory of case grammar. (DD)