Two experiments were performed to determine whether questions inserted after prose passages initiate reviews which facilitate retention of the information in memory. Results suggest that the backward review is not attributed to a retrieval phenomenon but to a strengthening of memory traces at the time of the probe. (Author/GK)

The study investigated the effects of incentives for good performance on the selection and use of an efficient task strategy by 30 reading disabled and 30 normally reading second graders. (SBH)

Two experiments explored how memory for new information is affected by awareness of parallels to pre-experimental knowledge. Results suggest that the benefit of prior knowledge derives from the more elaborate encodings that analogy promotes. (Author/AM)

A series of three experiments investigated repetition effects on recall with homographic responses. It was concluded that the repetition increment was mediated solely by commonality of surface features and that semantic features played no role. (Author/AM)

Infants ranging from 6 to 12 months were randomly assigned to one of three conditions: (1) allowed to look at a specified object, (2) allowed to look at and manipulate it, or (3) allowed to look at the object and to manipulate the transparent box in which it was encased. (JMB)

Three-item pictorial sequences were shown to five-, six-, and seven-year-old children who were told to remember the events. Children were tested subsequently on their abilities to recognize old pictures and to select new pictures that were consistent with previously viewed sequences. (JMB)

Children's abilities to search for missing objects in real-life environments were investigated in two studies using 20 children aged 2-6 years. (Author/MP)

The nature of the target designation process--which involves forming interassociated mental structures to allow retrieval of individual items of information--was studied. It was shown that visual imagery instructions improved target identification as well as word recognition but did not appear to affect the representational format. (Author/MH)

The ability of preverbal infants to abstract a prototypical representation of a category, when presented with examples of an artifically constructed category, was investigated. It was determined that infants could process visual information constructively and could take a more active role in category formation than previously believed. (Author/MH)

Type I incidental learning (in which Ss are exposed to stimulus materials without instructions to learn, and then Ss' retention is unexpectedly tested) of 112 educable mentally retarded children (6-13 years old) was investigated. (Author/CL)

Discussed is the college teacher as lecturer. Three basic areas are looked at: attention mechanisms, information processing, and memory. Nine suggestions are presented which, if employed, will improve the lecture process. (KC)

The author presents findings from brain hemisphere research indicating a complex dual memory process which separately and simultaneously processes input through visual and verbal encoding strategies. He draws implications from this for educational goals, instructional methods, and student evaluation procedures. (SJL)

Reliabilities for immediate recall of females, aged 71-93 years, on subtests were adequate; those for delayed recall were less adequate; and those for percentage-retained scores were unacceptable. Recommended the development of an alternative form of Russell's revised Wechsler Memory Scale. (Author/BEF)

Memory of preschool children (four years of age) for companions was investigated by comparing interview data using a picture sociometric technique with observational data on actual play companions. Subjects were 15 boys and girls. (Author/MP)

The semantic memory search process was examined in second graders (N=30) under an induced imagery and a control condition. (MP)