Article investigated the relations between the types of error and their connections with auditory discrimination and auditory memory. (Editor/RK)

Investigates kindergarteners, and third graders' ability to identify novel and repeated visual stimuli. A continuous recognition memory task technique is used. Examines children's ratings of confidence in their decisions by using standardized photographs of peers expressing varying degrees of certainty. (DP)

Study suggested that a new research orientation be followed, that is, in addition to studying to learn the investigator of memory should start to establish the empirical laws of learning to forget. (Editor/RK)

This study examined those characteristics of a sequence to which children respond when they are presented with partially learnable sequences followed by a series of trials on which all responses are correct. (Author/RK)

The data from this study support the hypothesis that the encoding of a letter, as well as operations associated with responding, requires attention in the sense of processing capacity. (Author)

The purpose of this experiment was to determine whether two dimensions of a single auditory stimulus are processed as competing channels of information, and if they are, whether S can selectively attend to one dimension specified at the beginning of a trial. (Author)

This article describes one experiment which tests a prediction from their explanation and another experiment which attempts to measure directly the amount of unlearning and spontaneous recovery-more generally, the availability-of competing responses. (Author)

Research supported by a grant from Albert Steiner to the University of Cincinnati. (DD)

Normal and retarded children's use of color, number, length and continuous quantity as attributes of identification was assessed by presenting them with contrived changes in three properties. Surprise and correct memory responses for color preceded those to number, which preceded logical verbal responses to a conventional number-conservation task.…

Research supported by the National Institute of Child Health and Human Development. (DD)

Report from the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the United States Office of Education, Department of Health, Education, and Welfare. (VM)