Kindergarten children who had been given cues during instructional sessions on serial ordering performed significantly better on serial ordering posttests than did the control group (no instructional sessions). Author concludes that the acquisition of serial ordering capabilities depends in part on learning and not solely on the development of…

SIX SEPARATE STUDIES, ALL CONCERNED WITH GUIDED TRIALS DURING THE LEARNING PROCESS, WERE REPORTED. SPECIFIC ASPECTS COVERED BY THE RESEARCH INCLUDE--(1) GUIDANCE AND SYMBOLIC LEARNING AND (2) GUIDANCE AND SEQUENTIAL LEARNING. VARYING NUMBERS OF COLLEGE UNDERGRADUATES WERE USED AS SUBJECTS IN THE SIX EXPERIMENTAL PROCEDURES. THESE INCLUDED--(1)…

The mediating role of learning in the relationship between repeated exposure and affect was explored and supported in three experiments involving a total of 229 undergraduate participants. It was found that both learning and affect measures behaved in essentially the same way as a function of exposure duration (experiments I and III), serial…

Examines strategies used by first grade children in performing a seriation task, using materials varying in length or weight. Most first-grade children employed a concept-task-strategy in serially ordering objects by length and weight. In addition Piaget's observation that length can be serially ordered before weight was upheld. (CP)

Research was done to investigate the interfunctional relationships between a child's ability to order a set of objects and the development of language descriptives used to describe differing aspects of a group of objects which had been ordered. Results show that mean age of concrete operation acquisition is 7.1 years. (Author/JB)

Young adults' rehearsal was serially and categorically organized. Older adults' rehearsal was nonstrategic. Results show that direct strategy measures provide more information about processes underlying age differences in memory than do outcome measures alone. (Author)

Endpoint and distance effects have been observed in the protocols of subjects learning linear orderings. These were produced by subjects learning the frequency of word occurrence as the greater member of a relationship. Error patterns were similar on all trials. (CHK)

An item that stands out (is isolated) from its context is better remembered than an item consistent with the context. This isolation effect cannot be accounted for by increased attention, because it occurs when the isolated item is presented as the first item, or by impoverished memory of nonisolated items, because the isolated item is better…

The hypothesis that free recall curves reflecting effects of serial position, presentation time and delay of recall are attributable to subjects' pattern of rehearsal was explored. Experiments varied the patterns of rehearsal to examine the effects on recall. (CHK)

Short-term retention of temporal and spatial order information were compared using the distractor paradigm. Use of phonemic coding and coding of information about temporal-spatial patterns were interrupted to observe subject's reaction and ability to recall. (CHK)