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)

This article describes an experiment designed to define the difficulties perceived by learners in verbal learning tasks. (Text is in Spanish.) (CLK)

Four views of the article by Wike and Church in this issue. (RM)

Clark's arguments for treating language materials as random rather than fixed effects are examined, and the problems with random effects designs and approximate statistical tests (quasi F-ratios) are reviewed. It is suggested that researchers use fixed factors. (Author/RM)

Study to determine whether learning is a phenomenon of input processing, output processing, or both. (Author/DS)

This demonstration of release from proactive interference with young children confirms the suggestion that the technique is appropriate for the study of developmental changes in the encoding of information. (Authors/CB)

Four experiments were conducted to investigate the memory status of inflectional forms of verbs, irregular past tense words, and adjective and nominal derivatives of verbs. Results indicated that inflections do not have memory representations separate from their base words, but adjective and nominal derivatives and irregular past tense words do.…

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)

To test the hypothesis that meaning of a sentence is represented in an abstract format rather than one mediated by words or images, 96 spoken sentences were immediately followed by a word or drawing probe. It was concluded that sentence or probe meaning is represented in an abstract conceptual format. (CHK)

The study with 99 13 to 18-year-old Black students in the Soweto (South Africa) Gifted Child Program indicated that 50-58 percent of the variance in performance was accounted for by 2 subtests (the Verbal Analogies Test and the Organiser) of the Learning Potential Assessment Device and the Similarities subtests of the Wechsler scales. (Author/DB)

A total of 308 undergraduates performed 2 word tasks and a gestalt closure task in a study of intuition. Subjects could respond discriminately to coherence they could not identify and were led by this perception to form a hunch or hypothesis. Clues to coherence evidently activate problem-solving networks. (SLD)

Comparison of external memory strategies in 31 children (ages 11 and 17) with mild mental retardation and 64 children without mental retardation found no differences between children with mental retardation and their age peers in frequency of use of object-oriented strategies. For all groups, external strategies were used more frequently than…

A group of 73 normal children (ages 8 to 10) was compared to 49 age-matched developmentally dyslexic children of average intelligence on the California Verbal Learning Test for Children (CVLT-C), to determine if reading disability was associated with impaired verbal memory. Dyslexics differed significantly from controls on 9 of the 12 CVLT-C…

Attempts to modify or ameliorate the effects of declining cognitive abilities of the elderly have met with limited success. To focus on the effects of age in cognitive processing capacity (CPC), Furukawa's (1977) CPC test was administered individually to 3 age groups (16-30, 31-45, and 45-60) of 15 subjects each. Speed of processing old and new…