Investigates whether isolation of material by underlining, previously studied in a laboratory setting, results in better retention for examinations when extended to a formal educational setting. (Author)

Research supported by National Science Foundation Grant No. GS-723.

When reference cues are added to a pattern copying task, males' performance improves, but females' remains the same. This superior cue utilization may partially explain differences in spatial abilities. The present research attempts to determine the optimum locus for facilitation of copying by reference cues. (RH)

Two studies on stimulus overselectivity among three and four severely retarded adolescent males suggested that overselective responding occurs within a match-to-sample paradigm; its degree is influenced by delay intervals; it may be a failure to discriminate low preference dimensions of a multiple cue stimulus within specified situations; and it…

Studied age-related differences in the effectiveness of structural and semantic memory cues in 54 adults. Results showed semantic cues improved recall most effectively at all three adult age levels; structural cues produced intermediate levels of recall facilitation. Increases in age and presentation rate did not reduce semantic cue effectiveness.…

A total of 45 boys in age groups corresponding to kindergarten, third grade, and sixth grade learned a 40-centimeter linear arm movement without the aid of vision. In each age group, 15 attempted to reproduce the movement using either distance, location, or distance plus location cues. (Author/RH)

Four aspects of the study of mnemonic devices are discussed: (1) justification for research; (2) classification of common mnemonic devices; (3) description of properties of effective cognitive cuing structures; and (4) discussion of methodological problems in past research. Also included is a description of the recent history of research on…

Cued recall of items sharing a common property was compared to recall of items sharing no property. The latter were better recalled, but the former were recalled no better when cued by their unique property than by their shared property. (Author/PN)

This study examined the utility of intact and embedded headings as processing aids with nonnarrative text. College students provided with text containing intact and embedded headings outperformed students whose text did not contain these processing aids, especially at delayed testing. Implications of these results and future research issues are…