Research supported by a grant from the National Institute of Mental Health. (DD)

Sixty college students formed mixed conceptual categories in original learning (e.g., PEACH, SHIRT, PANTS, and PEAR; and SHOE, ORANGE, DRESS, and APPLE). They were then required to perform either a reversal shift or a conceptual shift. Results are discussed in relation with mediation theory. (Editor/RK)

In this study, children's ability to educe information which was not present in individual sentences was measured. (Editor)

The present study was conducted using two measures, reaction time and recognition, to assess the effects of pronounceability on encoding real words and nonwords. (Author/RK)

This paper deals with the hypothesis that associative learning and unlearning occur in relation to mediating stimuli generated when Ss are presented categorized lists. (Author)

Details two experiments that deal with the questions: Does organization influence recognition performance? and Does recognition involve search and retrieval? (GB)

Results of this experiment show that the lists composed of high-frequency words were more difficult to learn than lists composed of low-frequency words at all stages, but these lists were not differentially forgotten. (Editor)

Results indicated that the nature of a memory unit does not change with age, that memory improves with age, and that separate visual and verbal memories are operative in Ss in this age range. (Author)

Results indicated that the combined visual-verbal study materials produced performance superior to visual materials alone, which in turn were superior to verbal materials alone. (Author)

The prediction of an interaction between cue type and grade was not supported in the present experiment. (Authors)

Following a study designed to obtain current word association norms, two experiments were performed to test the effects of false recognition of using individual associative hierarchies. (Author)

A list of 25 nouns containing five sets of five words beginning with a different initial letter was presented for five learning trials. Categorized lists were recalled better than uncategorized; free recall was better than cued. (Author/KM)

Research supported in part by U.S. Public Health Service, National Institute of Mental Health. (DD)

Based in part on an M.A. thesis presented to the University of Illinois by Mr. Harris; deixis refers to those words which have a demonstrative or pointing function, e.g., the pronouns this'' or that''. (DD)

Results confirm an earlier finding that experimentally induced rehearsal facilitates recall. (Authors/CS)