The serial recall of visually presented words which were either read aloud (voiced) or read silently was examined in 3 experiments. (Editor)

Data suggest that verbal coding of visual stimuli has its primary effect on recognition memory via increased rehearsal efficiency in short-term memory. (Authors)

The present experiment was designed to distinquish between verbal and nonverbal encoding of sequentially presented spatial information. (Author)

The purpose of the present experiment was to examine questions on information specification raised by P. R. Laughlin. Ss were asked to solve one attribute-identification problem, using the selection paradigm. (Author/RK)

The present study was conducted using two measures, reaction time and recognition, to assess the effects of pronounceability on encoding real words and nonwords. (Author/RK)

Results suggest that Ss store some of the auditory and visual information in modality-dependent memory systems and that storage order determines recall accuracy. (Author)

Results showed that recall of verbal material hardly was affected by the eye-movement task but was much affected by backward counting, while nonverbal material was recalled with the same efficiency irrespective of type of distractor, suggesting different types of storage for the two types of material. (Author)

Length of intertrial interval was found to be positively related to the efficiency of concept learning in a blank-trials task. (Author)

The general purpose of the present experiment was to investigate sources of the effect of pattern goodness on human performance. (Author)

It was concluded that pictures are encoded differently depending on task expectation. Parallel access of visual and semantic memory codes occurs; but when recognition is expected, a visual cue provides faster access, and when expecting recall, verbal access is more efficient. (Author)

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

Both acquisition and retention were better when the hierarchy was learned graphically rather than as a list of associations, although the effect was greater on acquisition than on retention. (Authors)

The results of the experiments reported here are in support of the hypothesis that visual and aural presentation lead to different forms of storage and/or retrieval. They are not consistent with models of human memory in which short-term storage is restricted exclusively to an auditory-verbal-linguistic process. (Author)