The priority effect being studied is higher first-list than second-list recall induced by the absence of an immediate test on the first list. The hypothesis that this effect is caused by the subject's expectation of a later test was tested in this experiment. (Author/RM)

Discusses two experiments into a subject's "Different" reaction time in judging whether two test instances are members of the same semantic category. (Author/RM)

The goal of this epilogue is to use the methodological contributions of the studies presented in this special issue as a starting point for suggestions about methodology in conducting future interaction research. As is the case in most developing fields, interaction research develops methods internally as it continually borrows and extends…

Study conducted while the author was the recipient of a National Institute of Mental Health Postdoctoral Fellowship and supported, in part, by an Office of Education Research Grant. (VM)

Expanded version of a talk presented at the meeting of the Eastern Verbal Investigators League, Brandeis University, May 1, 1971. (VM)

Outlines the scenario-mapping and focus (SMF) account of text interpretation, which puts mapping of text onto knowledge in a key position with respect to processing. Reviews supporting evidence. Uses plural reference and nonlogical quantification as illustrations of problems that might be better understood within the SMF framework. (SR)

Four versions of several paragraphs had the same second sentence and were referentially coherent, but they differed in causal relatedness of the two sentences. Results showed that despite referential coherence, recognition and recall memory for the causes was poorest for the most and least related causes and best for causes of intermediate…

Research supported by the Committee on Scholarly Activities of the University of Toledo, Toledo, Ohio. (DS)

Introduces the Knowledge Digraph Contribution (KDC) data-analysis methodology for quantitatively measuring the degree to which a given knowledge digraph can account for the occurrence of specific sequences of propositions in recall, summarization, talk-aloud and question-answering protocol data. Notes the applicability of this approach to the…

Argues that researchers in the area of discourse comprehension and mental representation of discourse will likely feel motivated to adopt highly quantitative research techniques described in the articles in this special issue. Notes that ability to do so will be enhanced by availability of well-documented, easy-to-use computer software, or…

To test the hypothesis that item-selection artifacts may distort data from the overt-rehearsal procedure in single-trial free recall, a controlled procedure was used where to-be-rehearsed items were presented to the subject rather than selected by him. No differences were found between the two procedures. (SW)

Results of five experiments in which adults and children were exposed to two study strategies for vocabulary learning: (1) repetition of words with meanings and (2) associative elaboration (the keyword method). Subjects were asked to choose one of the two study methods for learning a 24-item list of new vocabulary words. (SL)

Describes two experiments in which Ss were given 48 trials, using word lists as stimuli, followed by an unexpected final free recall test. (Author/RM)

Intended to lend organization to the educational media research in visual perception and learning with line drawings, this paper reviews studies that cut across several specialized fields of education and psychology. The studies reviewed are arranged into the following categories: (1) learning from visuals, (2) abstract versus realism theories,…

The revised second edition of a 1976 book explores the literature of research on memory, creation of meaning in language learning, and second language teaching methodology, incorporating results of recent work in those areas. Each of the 12 chapters begins with a series of questions to be addressed and ends with further questions. Chapter topics…