Research adapted from a doctoral dissertation at the University of Southern California. Reprints from: Arthur J. More, Faculty of Education, University of British Columbia, Vancouver 8, Canada.

Research on the role of visual memory and serial recall in dyslexia is reviewed. Findings touch on feature theory, which proposes that information is held in the form of "features," and that students for example learn to discriminate letters by marking certain identifiable aspects. Other studies are described which focus on speed of processing…

3 EXPERIMENTS WERE DESIGNED TO FILL THE GAP BETWEEN LAB-ESTABLISHED VERBAL LEARNING PRINCIPLES AND THEIR APPLICATION TO COMPLEX VERBAL LEARNING BY USING THE TEACHING MACHINE TO CONTROL PRESENTATION VARIABLES SUCH AS AMOUNT AND ORDER OF MATERIAL EXPOSED. EXPERIMENT I MEASURED THE EFFECTS OF REPETITION AND SPACED REVIEW ON RETENTION, EXPERIMENT II…

This study investigated verbal learning when separate tasks were presented simultaneously, with variations in the number of tasks specified to be learned and in the number of tasks presented. Results indicated that the effect of certain independent variables was similar to the effect found when tasks were learned singly. The spacing effect, for…

This research evaluated the total-time hypothesis for the learning of connected discourse--that in verbal learning "a fixed amount of time is necessary to learn a fixed amount of material regardless of the number of individual trials into which that time is divided." Learning material consisted of two sets of connected discourse for each of the…

Subjects learned one, two, or three verbal lists simultaneously. Recall of the common list after 24 hours increased directly as the number of lists learned simultaneously increased. Assuming that simultaneous learning reduced interference, the interference was from extraexperimental sources of a proactive nature. (Author/CP)

Three response measures that have been used in the study of temporal codes for memories were evaluated. Subjects were shown a list of words singly for study, and recency, position, and language judgements were obtained. (SW)

The purpose of this article is to examine the capacity limitations of the active memory system as seen in the nature of the forgetting mechanisms. (Author/NCR)

Reports three experiments demonstrating that recall for words increases with deeper levels of processing and with longer rehearsal intervals. Asserts that there is no interaction between those strategies. (PMJ)

RESEARCH IS REPORTED HERE CONCERNING THE ASSUMPTION THAT ITEMS IN A LIST MUTUALLY AFFECT EACH OTHER IN VERBAL LIST-LEARNING. THE AUTHOR CONSIDERS BOTH THE MODE OF THE DATA ANALYSIS AND THE METHOD OF S-R (STIMULUS RESPONSE) PRESENTATION FOR A NUMBER OF RESTRICTED THEORETICAL ASSUMPTIONS INVOLVING ITEM INTERACTIONS IN S-R LIST-LEARNING EXPERIMENTS.…

The effect of presentation time on learning under varying mediation instructions demonstrated a time-dependent difference in the facilitating effect of imagery generation or sentence generation instructions. Subjects were junior high school students working in a paired associate task with concrete nouns. Both cognitive strategies were more…

This research on factors influencing verbal learning and retention has used new techniques, attacked new problems, and tested new theories while trying to keep the experiments systematic. Studies conducted involved (1) the effect of varying the length of the intertrial interval on the learning and retention of different types of learning tasks;…

This report provides a nontechnical summary of a series of studies from a research project with three major foci: memory storage dynamics, memory retrieval dynamics, and coding in semantic memory. A theory of forgetting was developed, involving time and interference factors. Memory traces have two properties: strength and fragility. Consolidation…