An experiment is described on the free-recall learning of a list of high-frequency words. The results are consistent with the view that the number of mnemonic units' or chunks' recalled remains constant over trials and over a retention interval of one week. (Authors)

Study was conducted with the purpose of analyzing individual differences in the use of organizing strategies and considering their relationship to performance involving short-term memory. (Author/CB)

Research supported by the Committee on Scholarly Activities of the University of Toledo, Toledo, Ohio. (DS)

In programed instruction, required-response chunks not physical length of frames determines the difficulty level of instruction. A further analysis revealed that number of words per chunk did not affect performance. (Editor)

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)

Basic experimental design tested to see whether semantic shifts and variation of intertrial interval influences performance in short-term recognition memory in a manner similar to their influence in short-term recall. (Authors)

Memory span of symbol strings decreased as string length or number of different symbols composing the strings increased. Recall of digit strings was a function of string length only. (Author)

Results of this study suggest that availability of a consistent set of color labels is related more closely to recognition accuracy than is the spontaneous production of labels in a color recognition task. (Authors)

Reinstatement is the increased retention of previously learned behavior. (MB)

The author presents experiemental evidence that visual coding is a significant factor in human memory, and examines evidence for the trace modality theory which states that recognition can only be mediated via the modality in which original material was encoded. (GW)

An account of the attempts of Yale psychologist Endel Tulving to identify basic processes of how information enters the mind, how it is retained, and how it can be recalled. Test examples given. (LK)

Research performed, in part, while the author was a research assistant at the Wisconsin Research and Development Center for Cognitive Learning; remainder conducted at the University of Texas under a National Science Foundation - USDP grant. (VM)

Study designed to assess the effectiveness of different types of visual mnemonics on the memory for nouns in a paired-associate learning paradigm. (Authors)