We examined whether 2 types of interpolated tasks (i.e., retrieval-practice via free recall or guessing a missing critical item) improved final recognition for related and unrelated word lists relative to restudying or completing a filler task. Both retrieval-practice and guessing tasks improved correct recognition relative to restudy and filler…

Students (N = 124) viewed 14 timed Web pages that distinguished 14 confusing word pairs. In a 2 x 2 factorial design, the authors gave all of the students matrices containing representational pictures for each pair of words, as well as examples of each word in use. One factor in the design was the absence or presence of rules of usage for each…

The experimental results reported here indicate that sentences are remembered and recalled in terms of semantic representations of the indicated words or concepts rather than in terms of phonological representations. (FB)

This study examined correlations between hard (low-associate) and easy (high-associate) verbal paired associates and episodic and semantic memory in a mixed clinical sample of 91 male veterans. The study concludes that hard paired-associate learning should not be presumed to measure episodic memory selectively. (SLD)

Study resulting in the conclusion that the semantic relationships between words in the bilingual's languages influence tasks involving secondary memory, whereas no interlingual interference occurs in a second learning situation depending mostly upon primary memory. (Author/FWB)

Adults learned the meanings of rare words (e.g., gloaming) and then made meaning judgments on pairs of words. The 1st word was a trained rare word, an untrained rare word, or an untrained familiar word. Event-related potentials distinguished trained rare words from both untrained rare and familiar words, first at 140 ms and again at 400-600 ms…

This collection of papers represents the proceedings of a research workshop on coding processes in human memory held in Massachusetts in August, 1971. The emphasis is on the contemporary issue of coding and particularly on the encoding processes at the time information is stored in memory. This volume is intended for use by research workers and…

The kind of semantic information that facilitates relearning was investigated. The paradigm consisted of three stages: (1) learn a list of number-word pairs; (2) return for a retention test; and (3) relearn a new list of pairs that have various kinds of semantic relatedness to the originally learned pairs. (Author/CTM)

Four experiments examined priming between newly learned paired associates through two procedures, lexical decision and item recognition. Results argue against a functional separation of the semantic and episodic memory systems. (Author/AM)

Two experiments examine use of defining, characteristic, category, and identical semantic features of word concept information in cued recall. College adults and 7- to 11-year-old children were shown word triplets in which context words were related or unrelated to final target word. Results suggest meaning features differ in providing medium for…