Results show the major effect of word association over rhyming as an organizational basis in a list where either or both types are possible. (Author/MB)

Preschool, first-grade, and fifth-grade children served as Ss in 2 experiments designed to test the developmental hypothesis that memorizing and perceiving are functionally undifferentiated for the young child, with deliberate memorization only gradually emerging as a separate and distinctive form of cognitive encounter with external data.…

It was concluded that pictures are encoded differently depending on task expectation. Parallel access of visual and semantic memory codes occurs; but when recognition is expected, a visual cue provides faster access, and when expecting recall, verbal access is more efficient. (Author)

Findings provide information about developmental differences in sorting and recall, as well as evidence that organizational training may influence recall performance. (Authors)

Interpair acoustic and formal similarity are detrimental to verbal discrimination learning when manipulated individually; even larger performance decrements result when they are allowed to covary. (Authors)