This article explores qualitative differences in what is learned and described functional differences in the process of learning which gave rise to the qualitative differences in outcome. (Author/RK)

The present research represents an initial attempt to compare the results obtained using artificial information with results obtained in a typical semantic memory experiment. (Editor)

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)

Article attempted to show that new findings are emerging that may bring the study of probability learning closer to the mainstream of research on human memory and information processing. (Author/RK)

Looks at the processes by which information from individual input events combines to form a mentally represented linear order. (Author/RK)

Predicts that ill-established cerebral dominance, as indicated by the problems of cross-laterality, would be related both to a limitation in information processing "irrespective of the type of information" (probably manifesting itself even with relatively small amounts of information) and significantly to reading retardation. (Author/RK)

A free-recall procedure demonstrated state-dependent learning using alcohol. Information encoded and stored while intoxicated was more effectively retrieved when later tests of recall were performed while intoxicated, as compared to recall accomplished in the sober state. (Editor/RK)

Two experiments were performed to investigate the effects of noise-induced arousal on immediate recall of visually presented paired-associate adjectives. (Authors)

Seven experiments are described investigating the effecy of high intensity white noise during the visual presentation of words on a number of short-term memory tasks. Examines results relative to position learning and sequence learning. (Editor/RK)

Major purpose of the study was to investigate the differences in visual fixations and required reading time when common-words questions were placed either before or after paragraphs. (Author)