Attempts a more direct, functional analysis of associative processing than is possible within the traditional two-stage transfer paradigm. (Author/RK)

The extant picture-learning research does not address confusing word pairs that are not concrete (e.g., in and into). In this study, university students viewed 11 timed Web pages containing information on confusing word pairs. Each page addressed one word pair and distinguished the words with examples (example group), examples and rules (rule…

Adults learned the meanings of rare words (e.g., gloaming) and then made meaning judgments on pairs of words. The 1st word was a trained rare word, an untrained rare word, or an untrained familiar word. Event-related potentials distinguished trained rare words from both untrained rare and familiar words, first at 140 ms and again at 400-600 ms…

Examines whether it is the mediator as a "product" or whether it is the "process" involved in a particular strategy that facilitates learning, concluding that neither view can be rejected. (RB)

Determined the effect of printed versus pictorial text accompaniment on performance in a task requiring the learning of orally presented prose. Subjects were 128 fourth-grade children from high- and low-status families. (SDH)

To test the hypothesis that a bidirectional or hierarchical relationship exists between self-efficacy and mnemonic self-concept, an investigation was made of the relationship between a task-independent learning strategy and self-efficacy for a variety of cognitive skills. A total of 60 second graders were pretested for self-efficacy on four…

An assessment of selective search as an explanation for intentional forgetting was investigated by measuring reaction time (RT) in paired-associate lists of varying length. (Editor)

Three experiments are reported, all directed to the question of whether vicalization at presentation affects primary memory (PM) rather than secondary memory (SM). (Editor)

Concluded that the incorporation of new words into the educable mentally retarded child's reading vocabulary can be enhanced by the phonological pairing of content and function words. (RB)

By comparing a retarded reader's performance on paired associate and serial learning, results are expected to show the differences in types of learning problems. (Author/DEP)