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)

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)

Research supported by a grant from the National Science Foundation; reports results of experiments in general cognitive development of children tested for their comprehension of the words more'' and less'' (RS)

Results of the feedback experiments reported here were: (1) feedback facilitated learning when it followed wrong responses; (2) feedback had no effect on learning following correct responses; (3) feedback consisting of both the stimulus and the response was superior to no feedback, whereas feedback consisting of only the response did not differ…

Presents evidence in support of the ordered search model of word meaning computation in sentence contexts. This model hypothesizes that access to multiple meanings occurs in a fixed order regardless of context. (AM)

Examines in some detail Richard Semon's analysis of human memory, places this analysis in its historical context, and discusses some reasons why this work is virtually unknown today. (Author/AM)

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)