Research adapted from a doctoral dissertation at the University of Southern California. Reprints from: Arthur J. More, Faculty of Education, University of British Columbia, Vancouver 8, Canada.

3 EXPERIMENTS WERE DESIGNED TO FILL THE GAP BETWEEN LAB-ESTABLISHED VERBAL LEARNING PRINCIPLES AND THEIR APPLICATION TO COMPLEX VERBAL LEARNING BY USING THE TEACHING MACHINE TO CONTROL PRESENTATION VARIABLES SUCH AS AMOUNT AND ORDER OF MATERIAL EXPOSED. EXPERIMENT I MEASURED THE EFFECTS OF REPETITION AND SPACED REVIEW ON RETENTION, EXPERIMENT II…

The position is confirmed that both types of information feedback improve retention, but the delayed information feedback method is more effective. From this study it can be postulated that feedback in general does improve performance. (Authors/CB)

This study investigated verbal learning when separate tasks were presented simultaneously, with variations in the number of tasks specified to be learned and in the number of tasks presented. Results indicated that the effect of certain independent variables was similar to the effect found when tasks were learned singly. The spacing effect, for…

Study shows that additional reviews are not only highly effective in terms of delayed retention, but also are very efficient in terms of numbers of examples used as well as amount of time spent on those examples. (Author/CB)

Results are consistent with the hypothesis that sequential memory is dependent upon the availability of a verbal memory code. (Authors)

Subjects learned one, two, or three verbal lists simultaneously. Recall of the common list after 24 hours increased directly as the number of lists learned simultaneously increased. Assuming that simultaneous learning reduced interference, the interference was from extraexperimental sources of a proactive nature. (Author/CP)

The purpose of this article is to examine the capacity limitations of the active memory system as seen in the nature of the forgetting mechanisms. (Author/NCR)

Reports three experiments demonstrating that recall for words increases with deeper levels of processing and with longer rehearsal intervals. Asserts that there is no interaction between those strategies. (PMJ)

A compilation of 165 references dealing with short term memory, this bibliography supplements "Short-Term Memory: An Annotated Bibliography" (August 1968). The time period covered is predominantly June 1968 to June 1969. Such aspects and topics as psychometrics, motivation, human engineering, vision, auditory perception, verbal and nonverbal…

The effect of presentation time on learning under varying mediation instructions demonstrated a time-dependent difference in the facilitating effect of imagery generation or sentence generation instructions. Subjects were junior high school students working in a paired associate task with concrete nouns. Both cognitive strategies were more…

This research on factors influencing verbal learning and retention has used new techniques, attacked new problems, and tested new theories while trying to keep the experiments systematic. Studies conducted involved (1) the effect of varying the length of the intertrial interval on the learning and retention of different types of learning tasks;…

This report provides a nontechnical summary of a series of studies from a research project with three major foci: memory storage dynamics, memory retrieval dynamics, and coding in semantic memory. A theory of forgetting was developed, involving time and interference factors. Memory traces have two properties: strength and fragility. Consolidation…