This study tested the ability of two semantic-memory models, feature-comparison and network, to explain differences in information processing times. The feature-comparison model assumes that an item's meaning is held in semantic memory as a set of characteristic and defining features, while the network model assumes that semantic memory is…

This document discusses how the organization of instruction influences the encoding and structuring of new material in the memory and the subsequent transfer of such information to novel situations. A theory of instruction for problem solving that considers relevant cognitive variables and that specifies the conditions for productive learning is…

The first section of this report reviews traditional memory studies, which have provided much of our information concerning memory development. Major strengths and weaknesses of memory-development studies are illustrated by comparison with recent research into children's problem-solving skills. The report concentrates on one area of general…

Two experiments tested the effect of variable encoding on recall. (Editor)

Describes an experiment designed to test predictions derived from a model of recognition memory that assumes no retrieval processes. It is argued that context effects do not necessarily imply retrieval processes in recognition. (Author/AM)

Reviews the proceedings of a 1971 conference on the relationships between speech and learning to read, and discusses related literature and research under these topics: acquisition of speech and reading, the deaf child's language acquisition, orthography and linguistic awareness, reading maturity and age: short-term memory, and attaining fluent…

A Bayesian statistical procedure separating storage from retrieval was used to study development and release of proactive interference in the Brown-Peterson paradigm. A theory of PI is developed stressing response competition at test time and interference in transfer between short- and long-term memory. (CHK)

Question position effects characteristic of mathemagenic studies were replicated. Identical position effects were demonstrated for reader generated pictures used as adjunct aids. Implications for mathemagenics and prose learning are discussed. (Author)

The patterning of recall of linguistic subunits was found to be strongly related to the semantic dimensions of abstractness-concreteness, specificity of denotation, comprehensibility, and interest. (Author/BJG)

Presents four studies which examined the ability of kindergarten and second-grade children to regenerate the order of events expressed in narrative sequences using recognition, reconstruction, and recall as the response modes. (Author/ED)

This study was designed to analyze developmental differences in the rehearsal strategies of 60 subjects of three age groups. Data revealed significant age differences in recall. Fifth and eighth graders tended to repeat stimulus words immediately after presentation while adults tended to reenter items for additional rehearsal. (LLK)

Prediction is essential for reading for the following four reasons: words have too many meanings, spellings are confusing, visual information processing of brain, and the capacity of short term memory are limited. (JH)

Several computer simulation models of memory represent human knowledge in terms of labeled networks of interconnected ideas. This article attempted to learn in such models how these networks are searched to retrieve relevant information. (Author/RK)

Tulving's encoding specificity principle was examined in two experiments. The main comparison concerned the relationship between the retrieval cue or recognition context and input cue. (Editor)