The experiments presented in this study tried to validate and clarify the notion of distinctiveness and the assumptions on which it is based, particularly as it relates to prediction of the serial-position effect. (Author/RK)

This experiment attempted to obtain an estimate of perceptual isolation effects when the isolated item was the only distinctive feature in the list and to obtain data on continuous serial learning in order that isolation and serial-position effects could be compared directly. (Author/RK)

Whereas Martin (1973) examined item effects for individual subjects as indicators of their idiosyncratic organization of the middle of a lengthy, constant sequence of unrelated nouns, the present study examined the constancy of item effects across groups of subjects learning a short list of moderately difficult CVCs. (Author/RK)

Serial anticipation and serial discrimination learning were compared. Trials, errors, total learning times, serial position errors, and retention were examined. (Editor/RK)

The present study was designed to investigate the manner in and the extent to which a subject's experience with the position of items influences the strength of interitem associations as they are measured by intralist intrusions, by the association method, and by transfer effects on paired-associate performance. (Author/RK)

Structural and semantic levels of processing were distinguished in two experiments that varied stimulus meaningfulness in an incidental learning paradigm. (Editor)

Two experiments investigated serial recall with eight-word lists in which the frequency rating of the terminal word was manipulated. The effect on recall of two kinds of verbal "stimulus suffix" as well as a control noise suffix was also tested. Recall for the terminal items in the lists was analyzed. (Editor)

Results of this experiment provide support for the findings by Piaget & Inhelder (1973) that children's memory drawings of a seriated display improve over time as their cognitive abilities develop. (Author)

Outlines relevance of learning style and strategy research to education for librarianship and reports on a study that assessed the learning styles of library and information science students through use of a questionnaire. The effectiveness of the questionnaire in assessing learning styles and implications for future research are discussed. (MBR)