Reports four experiments which contrast the levels-of-processing perspective (holding that the durability of memory traces is a function of the depth to which items are processed) with the transfer-appropriate-processing perspective (holding that encoded events are always represented in a semantic memory code). (MM)

In a model of the functioning of short term memory, the encoding of information for subsequent storage in long term memory is simulated. In the encoding process, semantically equivalent paragraphs are detected for recombination into a macro information unit. (HOD)

Contrasts sequential and relational processing manipulations of passages with manipulations which focus on individual lexical items and the propositions in which they are embedded. Finds recall to be superior when readers use sequential and relational processing during performance of individual item-specific lexical processing. (RS)

Describes two systems used in identifying the content structures of a number of passages of approximately 600 words, and discusses the implications of the research for developing future instructional materials. (RB)

Supports the developmental gradient-shift explanation for differences between the reading performance of children and college students. (HOD)

Evaluates the efficacy of the "levels hypothesis" (the prediction that ideas residing at superordinate positions in a text hierarchy are most memorable) as a suitable descriptor of children's reading comprehension of expository prose. (HOD)

This study sought to determine if age-related increases in memory for prose are, in part, due to deliberate mnemonic strategies and if older children use the high order relations in prose more efficiently than younger children. (HOD)

Reports on three experiments designed to determine when inferential elaborations dealing with instruments and consequences of action were made--at comprehension or retrieval. (HOD)

Results of a study show that reading and listening comprehension depend on the same language processing skills and that localized processing skills, not global organizational skills, are a major source of individual differences in language processing. (JM)

Examines information-processing differences among four types of readers differing in reading comprehension and speed. Finds that good comprehenders outperformed poor comprehenders on all types of tasks, but the results were less clear for the high- and low-speed readers. Proposes differences in working memory as a source of individual differences…

In two experiments, a short-term recognition memory task that varied the number of letters distinguishing target and comparison stimuli was used to assess the ability of prereaders and beginning readers to utilize graphic information in a three-letter graphic pattern. (HOD)

Investigates the effects of reader perspective and cognitive style on encoding, storage, and retrieval processes. Finds that structural characteristics of the text itself may affect storage and retrieval processes but not encoding processes, and that reader perspective shows no effect on a delayed recognition test. (RS)

Investigates developmental differences in the effects of context on ongoing word recognition under conditions that placed greater demands on the readers' comprehension/memory capacity than had been the case in prior studies and examines the generality of these prior findings. (HOD)