An experiment was designed to determine whether or not images are directly involved in the retrieval process. The results provided evidence for the direct involvement of images in both the encoding and retrieval processes for words. (Author/PN)

Reports on two experiments conducted to test the hypothesis that the spacing effect in free recall results from greater semantic-feature variability across distributed repetitions than massed repetition. (AM)

Previous research has shown that concrete concepts are more readily attained than abstract concepts. In the present study this dominance effect was confirmed for verbal materials, even when instances and concepts were equivalent in instance frequency, meaningfulness and conjoint frequency. This effect was especially marked under high memory-load…

An adaptive network model is proposed to represent the structure and processing of knowledge. Accessibility of subjects' stored information was measured. Relationships exist among (a) frequency of verifying a test relation, (b) other relations involving concepts used to evaluate test relation, (c) frequency of verifying those relations. (CHK)

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

Subjects in an independent groups free learning experiment recalled list of low- or high-arousal words, matched for imagery and frequency and exposed randomly for 3 seconds and 9 seconds. Extrapolating neural consolidation theory to previous work on serial position effects led to the predictions that (1) arousal facilitates primacy; (2) arousal…

Four experiments are reported which investigate isolation effects in free recall. (RM)

Performance changes during the course of single-trial free recall were investigated in five experiments. (Author/RM)

The effects of delaying an immediate test, a rehearsal opportunity, or a second presentation on long-term free recall were investigated in an experiment combining features of the Brown-Peterson and free-recall paradigms. A proposed model assumes that both repetitions and tests promote learning. (CHK)

An experiment tested the hypothesis that the memory representation of a text is a hierarchical structure in which information is ordered from most important to least important. Sentences that tested topic information were verified faster and more accurately than sentences that tested detail information. (Author/RM)

Educational Leadership/Research Supplement, v3, n2, December 1969. Measurement of responses to a vocabulary scale suggests that usual verbal classroom presentations may be beyond the grasp of some pupils due to their level of conceptual ability. (AP/Author)

Ausubel asserts that his work is impugned in various ways in Anderson, Spiro, and Anderson. This paper argues that a more careful reading of the original paper obviates most of Ausubel's concerns. (Author/GK)

Anderson, Spiro, and Anderson (EJ 189 658) assert that the author's assimilation theory of meaningful learning and retention is "hopelessly vague." Documented examination of these assertions indicates that they are unspecified, unsubstantiated, undocumented, and based on indisputable misrepresentation of published material and on logical…

Reports on research on the effect of various encoding and retrieval conditions on sentence recall. (AM)