Sixty college students formed mixed conceptual categories in original learning (e.g., PEACH, SHIRT, PANTS, and PEAR; and SHOE, ORANGE, DRESS, and APPLE). They were then required to perform either a reversal shift or a conceptual shift. Results are discussed in relation with mediation theory. (Editor/RK)

Based on the broader needs for long-term studies of the effects of instructional treatments, for behavioral objectives, and for learning hierarchies, this research investigated differences in the effect on learning and rate of forgetting when students are informed of the behavioral objectives and learning hierarchy. It was expected that students…

This article presents a new method of inferring students' cognitive structures and their development. A modification of Reitman and Rueter's "ordered tree technique," the method generates a structure that displays important relationships assumed to be in a student's memory about concepts taken from a specific field of study. (Author/LMO)

In a part/whole free-recall paradigm, whole-list learning was examined as a function of the degree of part-list organization and the extent to which it was maintained. (Author)

The current study attempted to further clarify the relationship between speed and span by directly examining whether slower identification of item information is the source of memory span difficulties in learning disabled children. Results indicated that span performance varied directly with naming speed. (Author/LMO)

Examined and measured effects of individual differences among the elderly in a cognitive training program emphasizing general learning skills. Memory improvement was greater for learning skill training and social support compared with a waiting list group. Individual variability obscured statistical differences in treatment effect. Examined…

An experiment designed to test the generality of Paivio's two factor theory of meaning to sentence comprehension was carried out, and two scoring procedures were investigated: a verbatim score in which sentence elements had to be recalled exactly as they appeared in the original, and a substance score in which synonyms were accepted. The subjects…

The time taken to name 56 drawings of objects on five separate occasions were analyzed for 21 ESN(M) children (i.e., moderately educationally subnormal) and 21 ESN(S) children (i.e., severely educationally subnormal), matched for picture-naming vocabulary. Results were discussed in terms of the Oldfield (1964) and Lachman (1973) models of lexical…

This article reports data on the retention of problem-solving performance after one month, four months, and six months, in three separate studies conducted in school settings involving a variety of grades and subjects. (Author/LMO)

The purpose of this research was to examine the relationship between semantic memory or integration and general ability. The main hypotheses are as follows: (1) the ability to memorize meaningless materials will not correlate with general ability; (2) the ability to abstract meaning from semantically related propositions will correlate with…

This experiment was designed to better understand the effects of individual differences, intent to learn, and stimulus familiarity on frequency judgment accuracy. Half of the participants in the study heard popular songs, and the other half listened to unfamiliar songs. Participants were subdivided into three more groups, introducing the "intent…

Discusses content learning versus process learning, describes process learning with computer-based simulations, and highlights an empirical study on the effects of process learning with problem-oriented, computer-managed simulations in technical vocational education classes in West Germany. Process learning within a model of the cognitive system…