Skilled and less skilled beginning readers (n=54) were taught to read and define 10 printed pseudowords. Post-tests revealed that experimentals retaining spellings in memory as orthographic images remembered spellings better than controls who received comparable training without the memory component. (PN)

The performance of two groups of elementary school children on a modified cloze test under two different conditions demonstrated that lexical information was retained in memory, thus supporting the claim that lexical information persists in memory representations of meaning. Includes extensive tables of data. (FL)

Tested the idea that exposure to television people could affect children's judgments of a real person introduced after watching television. Found that television can prime traits and provide a frame of reference for use in encoding new information about people. (PD)

The present study was designed to investigate the effects of stimulus presentation rate on recall and primacy-recency effects in children. Results indicated that the traditional interpretation of the primacy effect as reflecting long-term memory store may not be valid. (Author/SB)

College students were randomly assigned to seven note-taking and review conditions in order to determine the relative importance of the functions of encoding and either an externally provided or a personally produced memory device. (Editor)

A mnemonic procedure, a method of loci, was used with men and women over 60 years old in two studies of free recall. The learners take a mental trip through their residences stopping in order at 16 places. Experimental subjects were able to master the mnemonic and apply it effectively. (Author)

Describes an experiment to test two assumptions concerning what is stored in the memory with regard to sentence structure: (1) that the linear effect observed is based on a tally model rather than on an integrationist mechanism; (2) that this linear effect is not uniquely the result of a mechanism operating at comprehension. (CLK)

Reports on an experiment in which performance on abstract and concrete sentences was compared in a sentence meaning classification task and in a free recall task. Results show that concrete sentences were classified significantly faster than abstract ones. (CLK)

Deals with memory for lists of items. The literature is briefly reviewed, and the main difficulties for traditional explanations of serial order effects are noted. (RK)

When subjects learned paired associates that, on the study trials, consisted of a stimulus (cue) and its correct (target) response plus two other (distractor) responses from within the list, the presence of the distractor items interfered with learning, especially when overtly pronounced as opposed to silently studied. (Editor)

Assesses the effects of input and output interference on schizophrenic recall. Input interference is the interference resulting from the interpolation of items between presentation and recall of the probed item. Output interference is the interference resulting from the interpolation of responses between the presentation and recall of the probed…

Three experiments were conducted in an attempt to develop an account of information loss based on the relationships among events occurring at input, during a retention interval, and at output. (Editor)

Two experiments examined the effect of concurrently holding 0, 2, 4, or 6 nouns in memory on the recognition of visual stimuli briefly presented to the left or right visual fields. (Editor)

The Wickens "release from proactive inhibition" task involves presenting several trigrams of one type for several trials and then shifting to another type. College students, elderly community residents, and elderly rest-home residents were compared on the Wickens task. College students were superior in over-all memory. (Author)

Article attempted to show that new findings are emerging that may bring the study of probability learning closer to the mainstream of research on human memory and information processing. (Author/RK)