This study explored the extent and accuracy of the subject's knowledge of his previous recall performance as a function of response mode and response-produced feedback. In free recall trials, subjects responded orally, in writing, or in both oral and written modes. Accuracy of later recall or responses was measured. (CHK)

Two experiments are reported investigating the effects of immediate recall upon subsequent recall and recognition of list items and examining the relation between positive and negative recency effects. (Author/RM)

Determines the relation between recallability and recognizability in experiments presenting a study list, then giving a recall test for some items followed by a recognition test for all items. The results suggested that the set of recallable items were substantially, if not wholly, included within the set of recognizable items. (Author/EJS)

Explores the extent and accuracy of the subject's knowledge concerning his previous memory performance. (Author/RM)

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)

Results are reported which show that the facilitating effect of recall on recognition is quite substantial. (AM)

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)

Two aspects of memory for prose were investigated. The amount of information remembered and the semantic interpretation assigned to ambiguous paragraphs. Task instructions and exposure duration of passages were varied. Recall and recognition measures indicated students remembered more with instructions requiring processing at a semantic level.…

A technique that can be used to study the effects of low-level, rote, repetitive (Type I) rehearsal is introduced and validated. The technique is then used to investigate the relationship between the amount of Type I rehearsal and recognition memory performance. (Author/RM)

Research supported by a postgraduate scholarship from the National Research Council of Canada. (RS)

Study conducted while the author was the recipient of a National Institute of Mental Health Postdoctoral Fellowship and supported, in part, by an Office of Education Research Grant. (VM)

Five experiments are described which examine how polysyllabic words are stored and retrieved from lexical memory. The first four experiments look at interference effects caused by the accessing of inappropriate lexical entries. The fifth reveals that frequency of the first constituent of a compound word influences classification times. (CHK)

A study is reported in which subjects were shown sentences, some of which they had read previously, after intervals ranging from a few minutes to 32 days. Results show that information about typography can be recovered for at least 32 days after initial reading. Implications are discussed. (Author/RM)