This article describes one experiment which tests a prediction from their explanation and another experiment which attempts to measure directly the amount of unlearning and spontaneous recovery-more generally, the availability-of competing responses. (Author)

Research supported by a grant from Albert Steiner to the University of Cincinnati. (DD)

Normal and retarded children's use of color, number, length and continuous quantity as attributes of identification was assessed by presenting them with contrived changes in three properties. Surprise and correct memory responses for color preceded those to number, which preceded logical verbal responses to a conventional number-conservation task.…

Research supported by the National Institute of Child Health and Human Development. (DD)

Report from the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the United States Office of Education, Department of Health, Education, and Welfare. (VM)

Study was designed to investigate the effects of color cues and of subject-employed strategies in the development of selective attention in a short-term memory task. (Authors)

The purpose of the present paper was to examine and describe the early state of the art of the development of theories of retrieval, one of the important objectives of research on memory. (Author/RK)

Deficits in position memory particularly seemed to be the major distinguishing variable between normals and retardates in the present study. (Authors)

The Ranschburg phenomenon is a process of memory interference caused by confounding of similar elements in discretely learned materials. (RS)

Using recognition rather than recall test procedures gives results which are inconsistent with the main features of the visual trace model for short-term memory. (Author)