Discusses the process and role of chunking of items, with further organization of the chunks, in verbal learning. (RM)

Three new experiments concerning the depth-of-processing view demonstrate that repetition at the phonemic depth of processing does facilitate memory, regardless of whether the repetitions are massed or distributed and regardless of whether the dependent variable is uncued recall, cued recall or recognition. (Author/RM)

Reports on two experiments which question the assumption that semantic processing is superior to nonsemantic processing, and which demonstrate that effective semantic elaboration cannot be equated with the quantity of semantically congrous information. (Author/AM)

The Bransford and Franks paradigm for the study of semantic integration is called into question. Three experiments are described that test the hypothesis that this paradigm produces its results by creating confusion and interference. The results call for continued search for a paradigm relative to the study of integration. (AMH)

A description of four experiments confirming the theory that recall of a given item from a semantically categorized list is impaired by the presence of other items from this same category. This inhibitory effect of part-set "cuing" is interpreted here as a cue-overload effect. Selected references are included. (AMH)

The introduction of laboratory computers has facilitated investigation of quantitative theories in the investigation of memory. Data from a recent qualitative study was used to test two quantitative theories. The strength-resistance theory fitted the data quantitatively without significant deviations. Statistical tables and references are…

An attempt was made to identify comparable subjective subsequences in the serial learning of a prose passage and to examine the relationship of such organizational encodings to the variable of structural importance. Results of serial learning and free recall indicated learners associatively organized individual prose subunits into subjective…

Two experiments investigated the relationship of verification to the answering of yes-no questions. Subjects verified simple statements or answered simple questions. Various proposals concerning the relative difficulty of answering questions and verifying statements were considered, and a model was proposed. (SW)

Two experiments are reported to investigate the theory that since auditory sensory memory is used to store memory information, concurrent auditory stimulation should destroy memory information and thus reduce recall performance. (Author/RM)

The way in which knowledge of a given topic influences the acquisition of topic-related information was studied with the knowledge domain of baseball. A knowledge structure was postulated that included the goal structure as well as the states and actions of the game. (SW)

The way in which previously acquired knowledge affects the processing on new domain-related information was investigated. Text processing was studied in two groups differing in knowledge of the domain of baseball. A knowledge structure for the domain was constructed, and text propositions were classified. (SW)

The notion that a prerequisite for asking questions about new topic matter is some appropriate level of knowledge was tested. Learners with two levels of background knowledge using learning material with two levels of difficulty were studied. (SW)

Five experiments were conducted that illustrate microprocesses of discourse comprehension related to foregrounding. An intermediate case in which prior memories exist but must be reinstated to active memory was studied in detail. (SW)

Reviews recent experimental and theoretical analyses of the relationship between level of processing and retention, and reports on two studies which tested predictions about the effects of orienting activities on retention. (AM)

Reports on a study that sought to test theories which predict that spacing between two items to be learned improves the probability of remembering at least one of the items. (AM)