The relation between orientation task and resultant structure of the memory trace was studied using an incidental learning paradigm. Twenty subjects examined 50 pairs for meaningful associations (semantic task), and 20 for rhymes (nonsemantic task). (Editor)

The recognition memory of eight-, ten-, and twelve-year-old children (n-108) was tested using an incidental learning technique. The children were required to categorize a set of word stimuli according to either a structural (presence or absence of the letter A in the word) or a semantic (identification of the word as the name of an animal or a…

Three experiments investigated the nature of false recognition errors made after incidental learning that required acoustic or semantic analysis. (Editor)

This paper reports three experiments concerning methodological issues in studies on incidental learning performance which use verbal and nonverbal procedures and which appear to be hampered by differences in stimulus materials, learning opportunities, and dependent measures. The first study, using 128 children from grades 3, 5, 7, and 9, attempted…

Four separate experiments were completed using the same stimulus materials but different groups of subjects to determine if orienting tasks created problems of control in incidental/intentional learning studies. Subjects were all Caucasians and heterogeneous in age (from 24 to 64 years), educational experiences, and career choices. Those in the…