Provides further evidence of the psychological importance of semantic roles for verbal learning and broadens the realm of earlier work with semantic roles by using connected prose rather than individual sentences. (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)

Study of effects of contextual information on prose reading comprehension showed that contextual information aids comprehension and retention of prose material, with the degree of recall dependent upon the type of information.

Contrary to expectation, subjects given a passage with neither paragraph cues nor an advance organizer recalled better than subjects given paragraph cues but no advance organizer. (RB)

Discusses a study to determine whether the facilitative transfer of knowledge from one prose passage to a second prose passage would occur over a time interval. (JM)

Investigates retrieval and reporting of superordinate and subordinate concepts in oral or written recollections. Finds no differences in total number of superordinate, subordinate, or reader-generated ideas recalled; however, does find differences between oral and written recall, depending on initial or ending position of text information. (RS)