While there has been considerable success in isolating the dimensions of acoustic information that are important in perceiving and identifying speech sounds, very little is known about how the information from the various acoustic dimensions is put together in order to actually accomplish identification. Proposes and tests a model of these…

Compares the rates of forgetting of five-item sequences of acoustically similar and dissimilar consonants and words in the absence of proactive and retroactive interference in order to test whether within sequence similarity rather than stimulus length would have a greater influence on retention. (Author/RK)

Four experiments examined the memory of Korean subjects for words written in the two writing systems used in Korea, one alphabetic, the other ideographic. The impetus for the investigation was the apparently different encoding properties of the two scripts, with alphabets seeming to encode sound and ideograms, meaning. (Editor)

Three experiments were conducted, investigating the buildup of and the release from proactive interference, in which the stimulus materials were brief prose passages about specific topics. Each passage was followed by a multiple-choice test, and then a final test on all the passages read was given. Implications of the data for standardized tests…

Two experiments are reported in which recall of the same information is compared following different priming passages. In one case the subjects were primed by material that was consistent with the content of the main passage; in a second case, the priming introduced information in conflict with it. It was found that inconsistent priming led to…

The effects of delaying an immediate test, a rehearsal opportunity, or a second presentation on long-term free recall were investigated in an experiment combining features of the Brown-Peterson and free-recall paradigms. A proposed model assumes that both repetitions and tests promote learning. (CHK)

Presents a study of the effect of distance distortion in perceived route extensity on memory for the location of objects in a spatial array. (JMB)

Results in Experiment I contradict certain predictions regarding the effect of presentation time on nominal and functional serial-position curves. Experiment II indicates that differences between nominal and functional curves are not an artifact produced by item selection. (Author/RM)

An experiment tested the hypothesis that the memory representation of a text is a hierarchical structure in which information is ordered from most important to least important. Sentences that tested topic information were verified faster and more accurately than sentences that tested detail information. (Author/RM)

A serial recognition task was used to compare performance of two age groups of learning disabled children (mean chronological ages 8.1 and 10.6) with 2- and 3-dimensional representations of nonlabeled 8-point random shapes. (Author/JMB)

Fifty-six normal 5-year-old Israeli children were tested to determine whether questioning procedures found to be successful with American children for enhancing memory processes would be successful with children from another culture who spoke a different language. (Author/JMB)

Encoding and retrieval of temporal and spatial order information was investigated in the free recall and probed recognition performance of 3-, 4-, 5-. and 6-year-old children. (SB)

The concept of a scene schema was used to predict the kinds of information that will be remembered from complex pictures over relatively long periods of time. Recognition of eight types of transformations on both organized and unorganized pictures was tested either immediately following presentation or at intervals of a day, a week, or 4 months.…

These experiments attempts to confirm the selective encoding processes thought to underlie orienting tasks and to shed some light on the empirical discrepancy as to whether semantic encoding inhibits or facilitates recognition performance in general, and the identification of distractor items in particular. (Author/RK)

To determine whether the failure of previous studies to find a difference between the performance of children and adults in picture recognition tasks might be due to the number, selective content, and organization of the pictures used, 153 children at five ages (5.9 to 21.9 years old) viewed 150 slides. (Author/CL)