Results confirm the observation that college students tend to select the more meaningful of two redundant-cue elements for completion of the associative stage of PA learning. (Authors)

Findings are most consistent with a mediation interpretation of transfer. (Authors)

Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)

Imagery instructions facilitated the performance of sixth-, but not third-graders. (Authors)

Results support the importance of the passage of time during learning as the crucial factor affecting high-arousal recall. (Author/MB)

The effects of imagery instructions on fifth-graders with differing abilities were examined through within-class analysis and analysis in which class effects were allowed to have influence. In the latter analysis there were significant Aptitude X Treatment interactions with subscores derived from paired-associate tasks. Interactions were…

A new hypothesis is proposed to account for both superior and equal performances under the study-test method as compared with the anticipation method. (Author)