The research investigated the roles of semantic and phonological processing in word production. Spanish-English bilingual individuals produced English target words when cued with definitions that were also written in English. When the correct word was not produced, a secondary task was performed in which participants rated the ease of…

Reading academic hypertext documents in college brings a new level of complexity that changes the definition of college reading and literacy. Knowing how to read these unpredictable, nonlinear texts requires familiarity and practice. The author describes the nature and usefulness of hypertext, reviews the challenges of reading hypertext, and…

The function of accurately monitoring one's own learning is to support effective control of study that enhances learning. Although this link between monitoring accuracy and learning is intuitively plausible and is assumed by general theories of self-regulated learning, it has not received a great deal of empirical scrutiny and no study to date has…

We studied how subjects with mild cognitive impairment (MCI), early Alzheimer's disease (AD) and age-matched controls learned and maintained the names of unfamiliar objects that were trained with or without semantic support (object definitions). Naming performance, phonological cueing, incidental learning of the definitions and recognition of the…

The task-switching literature routinely conflates different operational definitions of switch cost, its predominant behavioral measure. This article is an attempt to draw attention to differences between the two most common definitions, alternating-runs switch cost (ARS) and explicit-cuing switch cost (ECS). ARS appears to include both the costs…

A review of selected experiments indicates that not all examples of experimental amnesia are due to the failure of a memory to fixate. In sum, the empirical retrograde amnesia gradient does not necessarily support traditional consolidation theory. (Editor)

Examines critically the most complete theory of the encoding processes involved in learning (Craik & Lockhart, 1972; Craik, 1973; Craik & Tulving, 1975), and puts forward some suggestions about the processes involved in retrieval. (Author)

Once material has been learned to a criterion of one perfect trial, further study within the same session constitutes overlearning. Although overlearning is a popular learning strategy, its effect on long-term retention is unclear. In two experiments presented here, 218 college students learned geography facts (Experiment 1) or word definitions…