This paper had three aims: 1, to make more widely known two methods of assessing recognition, one based on ranking and the other on rating, 2, to describe three experiments comparing the two methods, and 3, to give a preliminary account of the results of some theoretical calculations. (Author/RK)

Frequency Theory, deriving from word recognition studies, was applied to immediate recognition of nonrepresentational pictorial items by 12-year old Ss. (Author)

Ambiguous pictures that could be seen as faces or as meaningless patterns were the stimuli in two recognition-memory experiments. Recognition was far more accurate when the stimuli were seen as faces. (Editor)

Recognition memory is one of the few areas of cognition in schizophrenia in which deficit has not been found. Such a finding has important theoretical implications for the understanding of schizophrenia. This research presents a study of recognition in long-term episodic memory in schizophrenia in which previous findings of no deficit were…

In this paper, we report a simple experiment demonstrating one form of continuity between recall and recognition. (Author)

Results strongly support a self-terminating, feature-testing, contingent mode of information processing. (Author)

These results may indicate that high-curiosity children seek more when they read and thus are able to see small absurdities. (Authors)

Subjects learning high-frequency names had significantly better recall, confirming that color memory is a function of linguistic codability, not perceptual experience. (Author)

Primary purpose of the present research was to test the reasoning that any procedure that interferes with the naming of the test stimuli, while leaving visual complexity unaffected, ought to increase the detrimental effects on reaction time and accuracy produced by changing case. (Authors/CB)

Study investigated the nature of the information that is available to Ss when they have comprehended linguistic materials. (Authors)

This experiment was an attempt to extend recent findings by examining how contextual changes might produce variations in the correct recognition of verbal units' previously presented in a compound display. (Authors/CB)

Infants of 6 months and older can be said to have discriminated between different orientations of the same form. (Author)

Finding supports the educational theory and practices of Montessori educators. (Authors)

Although the performance of American 5- and 8-year-olds was superior to the Guatemalans, the 11-year-olds in both cultures performed at an equally high level. (Authors)

Results showed that instructions significantly increased recognition accuracy. (Author/MB)