The extent to which an orienting activity exerts control over the encoding process was studied. Two experiments were reported in which associative meaningfulness was varied under conditions of semantic and nonsemantic processing. Both experiments showed effects of meaningfulness following both semantic and nonsemantic tasks. (Author/MH)

Examines whether it is the mediator as a "product" or whether it is the "process" involved in a particular strategy that facilitates learning, concluding that neither view can be rejected. (RB)

A study investigated the effectiveness of stereochemistry lap-dissolve projection as an aid to students in developing three-dimensional imaging and whether certain visual orientation tasks could be correlated with aptitude. Students found the slides helpful, and a modest correlation of achievement and visual skills was found. (MSE)

Contextual facilitation appears to depend upon the mode of analysis of the prime. If the prime is analyzed as a meaningful unit, facilitation occurs. However, if it is subjected to a more discrete, letter-by-letter analysis, the priming effect vanishes. (Author/CP)

Schuberth and Eimas (EJ 159 939) reported that context and frequency effects added to determine reaction times in a lexical decision (word v nonword) task. The present reexamination shows that context and frequency do interact, with semantic context facilitating the processing of low-frequency words more than high-frequency words. (Author/CP)

The developmental course of children's automatic extraction of meaning from printed words is recharted by using a Stroop-type recall task. Results confirm that, after a year of practice with reading material, children do automatically extract meaning from a single printed word. (GK)

A university second language program using associative learning and context to enhance retention of words, expressions, and structures is described. Observed results of this situational approach are discussed. (MSE)