Classroom demonstrations of empirically supported learning and memory strategies have the potential to boost students' knowledge about their own memory and convince them to change the way they approach memory tasks in and beyond the classroom. Students in a "Human Learning and Memory" course learned about the "Method of Loci"…

This article focuses on the nature of the "transitional minutes" in "any" music class. When transitional minutes before, during, and after rehearsals and classes are unplanned and left to chance, much viable and valuable teaching time is lost. When transitional minutes are well structured, learning can proceed efficiently. One…

Seductive details are interesting, but sometimes irrelevant to the target material present in texts and lectures. In the current study, 388 undergraduate students read six paragraphs describing Sigmund Freud's psychosexual stages (i.e., target material). Participants in four groups also read one of two biographical paragraphs. The biographical…

In three experiments using a single-trial, free-recall procedure, subjects were sometimes presented a forget cue during a list, meaning that they were not responsible for recalling any of the words which preceded it, only those which followed it. Since the primacy effect over the functional beginning of such lists was not diminished, the proactive…

Comments on some methodological problems involved in determining the relationship between initial output order and subsequent recall, particularly in the light of the results reported by Morris (AA 527 380). (Author/RK)

Answers the criticism of John Gardiner and Peter Herriot (AA 527 381) and while agreeing with their comments on the misleading influence of Vincentized data, author rejects their specific criticisms. (RK)

Five experiments were conducted in an attempt to determine if college students' memory for oral directions could be enhanced. Mnemonic, paraphrase, and control conditions were compared for level of recall and recall in correct order. Results are discussed. (Author/MT)

With the use of a probe-type serial memory task, hearing and deaf children matched on chronological age, IQ, and sex were randomly assigned to named, unnamed, or dactylo-kinesthetic (finger spelled) stimulus pretraining conditions and compared on subsequent recall performance. (Author/MP)

A randomization model appropriate for evaluating priority effects in free recall (i.e., whether "new" items are recalled prior to "old" items) is discussed and related to well-known nonparametric significance tests. Since the bases for the measures that have been suggested in the psychological literature may be interpreted…

The present study was designed to investigate the effects of stimulus presentation rate on recall and primacy-recency effects in children. Results indicated that the traditional interpretation of the primacy effect as reflecting long-term memory store may not be valid. (Author/SB)

Several competing theories of short-term memory can explain serial recall performance at a quantitative level. However, most theories to date have not been applied to the accompanying pattern of response latencies, thus ignoring a rich and highly diagnostic aspect of performance. This article explores and tests the error latency predictions of…

Children's short-term memory was studied under two experimental conditions: one in which recall was expected to be facilitated because of the provision of a study period, and one in which a distracting task was imposed that was expected to interfere with recall. Forty subjects at each of two age levels, 7 and 11 years, were tested in a…

Examined the use of rehearsal strategies by deaf and normal children. (BD)

Purpose of these four experiments was to elucidate the role of grouping in remembering words by using single-trial free recall. (Author/CB)