Experiments presented indicate that perseverative error in year-old infants cannot simply be a memory problem. Possible explanations are examined. (Author/ED)

Thirty graduate students were asked to produce a type of semantic information; they named psychologists who satisfied certain restrictions. Not only was the speed in responding influenced by the speed in which restrictions were given, but the effect of order differed for advanced and beginning students. (Author/RC)

The effects on free recall of presenting words twice with different numbers of intervening items (spacings) and three times with different amounts and patterns of spacing were examined. (Editor)

Examines some of the most widely used tests of visual form in relation to achievement and discusses the implications for teaching. (RB)

This is the third and last of a series of excerpts from the Cookbook. (Editor)

Discusses experiments testing the adequacy of the common attribute-value representation for knowledge about concepts. (AM)

Second and sixth grade children's relative sensitivity to acoustic, semantic, and physical dimensions was inferred from the amount of release from proactive interference obtained for shifts along each dimension. (ED)

The theme of this paper is that learning and memory are generative processes, involving the transfer of previous learning, aptitudes, ways of processing information, and affective states. (Author)

This paper describes some of the more spectacular range effects reported in the literature. (Author)

The central focus of the present study was to determine whether subjects retain any information about the specific nature - the specific lexical content - of the individual sentences heard during acquisition. (Author)

Paper presented in part at the American Psychological Association meeting (Washington, D.C., September 1967), and supported by U.S. Public Health Service Grant MH-10982-01.