The existence of verification processes in recognition memory was confirmed in the context of Adams' (Adams & Bray, 1970) closed-loop theory. Subjects' recognition was tested following a learning session. The expectation was that data would reveal consistent internal relationships supporting the position that natural language mediation plays…

Two experiments are reported in which recall of the same information is compared following different priming passages. In one case the subjects were primed by material that was consistent with the content of the main passage; in a second case, the priming introduced information in conflict with it. It was found that inconsistent priming led to…

Investigates the effect of imagery ability upon performance in free recall and relates this effect to the distinction between primary and secondary memory. (Author/RK)

A list discrimination paradigm was used to examine the effects of orienting tasks upon the later temporal discrimination of words. The orienting task involved judgments about the relatedness of the words in a list to some concept. (Editor)

If animals receive inescapable electric shocks, their subsequent avoidance-escape learning is poor. This phenomenon, which can be called "the interference effect", was studied in four experiments. (Editor)

Voluntary forgetting of a list of verbal items was tested under two conditions. Results show that both recall and recognition increase as a function of the spacing between the two occurrences under the Remember-Forget condition, but not under the Forget Forget-Remember condition. (Editor/RK)

Using a network of comparisons, B. Hayes-Roth and F. Hayes-Roth found that subjects performed better on adjacent than on nonadjacent comparisons. Results suggested that such networks are processed in a manner fundamentally different from simple linear arrays. Here subjects were required to learn a similar knowledge structure. These results…

Together, these studies replicate and extend Gordon and Spear's (1973a) findings that proactive interference decreases as the interval between prior and subsequent learning increases and that reactivation of a prior memory just before subsequent learning significantly increases the proactive interference due to the prior learning. (Author/RK)

The learning of backward associations by pigeons during training of forward associations was studied in three experiments using a symbolic matching task. The data are contrasted with the strong evidence of learning of backward associations by humans. (Editor/RK)

Examines the position that the presence of contexts facilitates paired-associate learning through mediation. (Editor/RK)

In four different experiments, brief illumination of a localized visual stimulus was followed by grain presentation unless the pigeon approached the light. Results indicate that although response-reinforcer relations do play a role, stimulus-reinforcer contingencies are the dominant factor in establishing and maintaining approaches to the…

This paper is addressed to the process of learning to retrieve learned verbal material. Retrieval itself may be viewed as involving a plan or strategy for recovering the appropriate material in the particular situation for recall. (Author)

When subjects learned paired associates that, on the study trials, consisted of a stimulus (cue) and its correct (target) response plus two other (distractor) responses from within the list, the presence of the distractor items interfered with learning, especially when overtly pronounced as opposed to silently studied. (Editor)

Analyzes the temporal features of the transient unconditioned stimulus preexposure effect observed by Cannon (EJ 123 672) and attempts to determine whether a preconditioned stimulus toxin presentation can both condition a backward taste aversion and interfere with the development of a forward aversion. (Author/RK)

According to the learned helplessness hypothesis, the learning impairment typically displayed by subjects previously given insoluble problems results from the real learning of response-outcome independence. This learning is represented as a belief in helplessness that interferes with the subsequent acquisition of adaptive responses. Two…