Article describes experiment whereby it was established that with verbal-discrimination learning overt pronunciation facilitated a freer recall than covert pronunciation. (Author/MM)

If an attentional cue affects retroactive interference, perhaps a similar mechanism underlies release from proactive interference. This study tested this hypothesis by inserting an attentional cue before the final trial in Wickens' paradigm. (Author/RK)

The recall of categories represented by varied versus repeated pictorial specimens was assessed with mixed and unmixed lists and with a control for the chance conjunction of particular subjects with particularly strong items when the items were varied. (Editor)

The results of a study of age (first, third, seventh grades), instructions (standard, verbalize a noun, verbalize an adjective and a noun), and intracategory variation (varied versus repeated specimens) showed that instructions to verbalize reversed the variety effect. (Editor/RK)

The present experiment was designed to test two alternative hypotheses of the roles of input order and semantic structure in determining the effect of blocked presentation and the general facilitation of recall. (Author)

The present experiments were directed to the general question of how grouped presentation affects recall and organization. (Author)

The use of recall measures conditionalized on other performance introduces the possibility of bias due to item and/or subject selection. Several possible cases are considered. (Editor)

Authors attempted to measure the effect of phonetic similarity on the ease and speed with which pairs of words are found in memory. (Author/RK)

Subjects asked to recall the 20 items and (not necessarily in) their order on a list took 34 percent fewer trials to learn the list to three perfect trials than did subjects who were asked just to recall the items. (Editor)