Subjects memorized subject-verb-object propositions and then judged whether verb-object probes appeared in the same proposition. Reaction times and error rates were observed. Data indicate that activation spreads from probe concepts in parallel through the propositional network. A guessing model for errors was constructed. (CHK)

This paper evaluates associative theories of sentence memory, based on the model of J.R. Anderson and G.H. Bower. A model of Human Associative Memory (HAM) is generalized and defined, and alternative models incorporating configural information are presented. (CK)

When subjects are tested on ordered information, performance is better on inferences than on information actually presented during training. Humphreys suggested that superiority on inferences derives from differential frequency. This experiment refutes that position, demonstrating that superiority on inferences is observed even when frequency is…

Recalls from five passages learned by undergraduates in the course of growing up in America were obtained. Recalls, while partial, were exact with no evidence of constructive memory. Results fit a simple model of associative chaining retrieval of passively stored surface structure units. (CHK)

In two experiments using the Brown-Peterson memory paradigm, instructions to guess had small effects on recall, but sizeable effects on incidence of prior list intrustion. However, results indicate that proactive interference is primarily the result of inability to generate correct items, rather than confusion between present and previous items.…

A theoretical explanation of the phenomenon of recognition failure and a presentation of seven experiments investigating performance. Recognition failure is reduced when a more stringent recognition criterion is used, essentially eliminated when the proper access test is used and significantly reduced when variability in recognition performance is…

When subjects utter a series of redundant sounds while memorizing word lists, performance is impaired and phonemic similarity effect is reduced. Experiments explored the influence of articulatory suppression on free recall; neither showed interaction between suppression and serial position. Recency effect may not reflect short-term phonemic store.…

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…

Research supported by a Public Health Service grant from the National Institute of General Medical Sciences. (DD)

In two experiments on free and cued recall, spacing between categorically related items, presentation rate and category size were varied and the effects on recall of items as a function of their serial order were studied. Results suggest subjects organize material during acquisition by retrieving and rehearsing previously studied items. (CHK)

One hundred forty-four subjects received 4 Brown-Peterson trials with recall triads from a common encoding category. Items on three trials were from a common subset, while on the fourth, the subset was shifted or not, and a cue was presented or not. The cue influenced response generation, a shift improved recall. (CHK)

Research supported by a grant from the U.S. Office of Education. (RS)