The influence hypothesis argues that the perceptual superiority of words is due to S's opportunity to use the redundancy in words for making perceptual inferences, while the Unitization hypothesis argues that words are more perceptible because there are fewer units to process in a word than in a nonword. (Author)

The primary purpose of this study is to report the functional relation between recognition memory and degree of semantic contextual change and secondarily, to point out that the obtained relation can be described in terms of alternative theoretical approaches. (Author)

Two possible modifications of the Bousfield et al. (1958) RR-IAR memory model were proposed to explain why backward associations between critical stimulus and experimental words do not result in increased experimental word false positive rates, while forward associations do. (Author)

A factorial experiment which combined solution-word frequency, pre-problem-solving tasks, and S's spelling ability. (Author)

Examines the hypothesis that the identification of a briefly presented visual target is impeded by a patterned mask that immediately precedes and/or follows it. (Author/RK)

The present experiment was conducted in order to assess the effects of practice, blocked versus mixed presentation and familiarity on "same"-"different" judgments. (Author)

Investigates the properties affecting the time taken to read individual words and to discriminate between words and non-words. (Editor/RK)

A general decision-theory analysis of the word-frequency effect in recognition memory is carried out. On the basis of the analysis and data from a forced-choice experiment two distinct causes of the frequency effect are defined. (Editor)

To supplement other lists of most useful words based on such criteria as frequency of usage, range, and availability, this listing measures the capacity of 3,000 words of the French vocabulary to define, extend the meaning of, or to replace other words. Descriptions of the measures of definition, inclusion, extension, and combination are followed…

Investigated the independent and interactive effects of contextual and definitional information on vocabulary learning. German students of English received either a text with unfamiliar English words or their monolingual English dictionary entries. A third group received both. Information about word context is crucial to understanding meaning. (44…