Presents a study of imagery induction during paired associate learning by preschool children. Studies the effect of experimenter-generated interactions between the stimulus pairs to be learned, self-generated interactions, and a combination of the two, on imagery induction. (BD/BR)

Mediational strategies and recall of sentences varying in imagery were compared in 46 elderly and young adult men and women. (BD)

The mediational abilities of 40 preschool, 40 first grade, and 40 elderly subjects were assessed using the Kindler's three stage transfer paradigm, with both familiar and novel stimuli serving as potential mediators. (MS)

This experiment has established that for first-grade children absolute responding on a test of transfer of training is more difficult than relational. (Author)

Three experiments were performed with young and aged female volunteers (mean ages approximately 25 and 70 years respectively) to evaluate coding ability with ordered and free recall tasks. (BD)

In general, the large number of learners found in this study lends support to the assertion that children below five or six can learn problems requiring mediation. This suggests that their learning will have to be described by more complex models. (Author)

Results failed to confirm the findings of previous investigators, which showed anal retentives to be superior in verbal recall. (Authors)