Attempts to define the relationships between four measures of recall in a two-recall task, namely (a) initial short-term recall (STR), (b) unconditional final free recall (FFR), (c) final free recall conditionalized on an initial successful recall (FFR/STR), and (d) final free recall conditionalized on an unsuccessful recall (FFR/STR). (Author/RK)

The purpose of the present study was to examine knowledge retention as a variable of students graded by the contract and traditional grading methods in order to provide for teachers further evidence for choosing a grading method. (Author)

The present study was an attempt to clarify the conditions under which integrated recognition memory and specific recognition memory are found. To do this, the ability of students to remember semantically related and unrelated sentences was examined. (Author/RK)

The present research investigated auditory and semantic encoding characteristics of the serial retention paradigm. (Author)

Two experiments were conducted to determine whether experimenter-imposed organizational strategies in a free-recall list would affect forgetting over a one-week retention interval. (Editor)

The present study investigated how much surface structure and meaning is retained when subjects process sentences at different levels of analysis at presentation. (Author/RK)

The primary purpose of this study was to measure skill retention for 40 hours of training over a 6- to 9-month follow-up. (Author)

The recall of picture and word triads was examined in three experiments that manipulated the type of distraction in a Brown-Peterson short-term retention task. (Editor)

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

The effects of instructions to use imagery, sentence, or repetition strategies were compared on original learning, negative transfer, retroactive interference (RI), and 48-hr. retention. (Editor)

The question under investigation in the present paper is whether subjects can effectively use retention interval information under demanding acquisition and retention conditions, specifically, to evaluate the contribution of retention interval information to memory performance when temporal information is made explicitly available. (Author/RK)

In four experiments, immediate memory for sets of five sequentially presented pictorial stimuli was assessed by a two-alternative, forced-choice recognition probe. Suggests that immediate memory for pictures is determined by variables that increase or decrease processing demands, as is the case for verbal material. (Editor/RK)

The primary purpose of this research was to investigate the short- and long-term retention effects resulting from training students to organize and to classify information to be acquired. (Author)

The three studies described in this section were undertaken to examine further aspects of depth of processing and to throw more light on the factors underlying good memory performance. (Author)

Two experiments investigated long-term retention subsequent to directed forgetting. (Editor)