The major thesis of this research is that there are two types of processes underlying verbal performance. First, there are processes based on knowledge. Second, verbal performance requires the exercise of certain information-free, mechanistic processes, i.e., those that are conducted on the physical representation of a symbol (including whatever…

In two experiments, recognition accuracy was compared between subjects who made frequency judgments and subjects who made recognition judgments. Results indicate that at least partially different information in memory is evaluated when judging frequency than when making recognition judgments and that this information facilitates recognition…

Investigations of the short-term memory task performance of retarded individuals have indicated that these individuals demonstrate a deficit in the mechanisms necessary for the acquisition, storage and/or retrieval of information. This research examined the tachistoscopic letter recognition task performance of retarded and non-retarded individuals…

A short-term recall task in which letters were spaced in different ways by distractor digits was used to separate aspects of primary and secondary memory processes and to permit examination of primary memory for position, order and item independently. Memory for order appeared derivative to memory for temporal position. (CHK)

Two experiments demonstrate that individuals are limited in the number of unrelated words they can apprehend and assign to a particular semantic dimension and also that retrieval from long-term memory is subject to the same kind of limitation. (Author/RK)

Four types of semantic relation, assumed by different researchers to be implicated in the organization of semantic information, were investigated by means of false recognition and word association tasks presented to independent samples of 4- and 5-year-old children. (Author/SB)

Seven children aged 7 to 9 years were auditorily presented five-digit numbers for retention intervals of 0 to 10 seconds. Pupil size was recorded during stimulus presentation, retention interval, and recall of items. (Author/SB)

A comparison of the linguistic analysis of Mounin and the psychoanalytic work of Freud on forgetting of words. Martinet's thesis regarding pertinence is confirmed. In the study Devereux's theories are used to study relationships among diverse disciplines and the epistomology of multidisciplinary research. (Text is in French.) (AMH)

An experiment was carried out to study the processes of linguistic memory. Subjects were asked to read aloud brief prose passages and repeat what they had read. The "deviations" from the original passages were analyzed to determine the time of the deviation, during decoding or recall. (Text is in Italian.) (CFM)

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)

Two experiments examined preschoolers' visual and verbal coding processes in a pictorial short-term memory task. Results of both experiments indicated that high visual similarity had a deleterious effect on recall accuracy regardless of the verbal codability of the stimuli. (Author/JMB)

A prose retention study of 12-year-old students indicated that recall is greater for main details than for elaborations. Results are discussed in terms of models of the storage of the story and thematic materials in memory. (Author/DB)

Training in memory span-estimation for two age groups of educable mentally retarded children was administered to assess whether such training could lead to long-term improvement in the younger children's knowledge concerning their memory limitations. (SB)

Ten normal and ten learning disabled children were asked to provide strategies for hypothetical memory tasks and to evaluate those strategies subsequent to learning of the hypothetical outcomes. The groups did not differ in strategies selected but did differ in how they evaluated the effectiveness of the strategies used. (Author/DB)

The article outlines an approach to memory remediation that attempts to teach memory-impaired patients domain-specific knowledge relevant to their everyday functioning. Studies support the use of a training technique, the method of vanishing cues, in the successful generalization to the workplace of knowledge acquired in the laboratory. (DB)