The strategies used by children in word recognition are examined. A critical review of some of the classical research which has influenced current thinking about how words are recognized is presented along with a discussion of some of the errors which can be found in these studies. A five-stage model of how beginning readers learn to recognize…

Forty-seven subjects were administered the Dogmatism Scale (D), and Embedded-Figures Test (EFT), and were randomly assigned to a programmed Russian vocabulary lesson with or without strong prompts after a median split stratification of EFT and D. A multiple regress analysis tested the influence of field independence and dogmatism, and their…

The purpose of this research was to experimentally manipulate input and output orders of information and separate storage and retrieval components of prose free recall. The cued partial recall method, used in word list recall, was adapted to a prose learning task. Four short biographical stories of about 55 words each were systematically combined…

The relation between type of label and perception of faces was assessed. Sixty-four second and sixth grade Ss were randomly assigned to four experimental conditions in which various kinds of labeling training were associated with four purple and green smiling and frowning faces. Ss then judged the similarity of pairs of the faces. Results revealed…

Visual demonstrations may be used as part of programs to deliver both content objectives and process objectives. Research has shown that learning of concepts is easier, more accurate, and more broadly applied when it is accompanied by visual examples. The visual examples supporting content learning should emphasize both discrimination and…

The present investigation examines interactions among components of coherent pictorial stimuli. One purpose of the investigation was to establish whether components contribute independently and additively to the effectiveness of the compound stimulus, or whether the effectiveness of components is interdependent, that is, positively or negatively…

Determination of the role of input cues in free recall and clarification of the reduction effect of cued input on free-recall performance are of importance for any theory dealing with encoding and retrieval. It is these two issues which are the primary focus of the present experiment. (Author)

The experiments reported here investigate the effects of different kinds of set on hemisphere differences, and confirm that, in some conditions, the hemispheric asymmetry in a particular task may shift when cuing establishes an attentional set. (Author)

Attention has recently been drawn to experiments on the extent to which items can be recalled and recognized, and the overall level of recognition. A model proposing both direct-access and generation-recognition mechanisms in recall is shown to provide a satisfactory account of the phenomenon. (Editor)

This study is concerned with the actual and potential memorizing strategies available to five-year-old children. A factorial design was employed with two conditions of presentation (blocked/random) combined with two conditions of recall (cued/uncued). The authors conclude that these children suffer from production deficiency rather than mediation…

The effect of test-wise behavior on mental ability and achievement test performance was investigated. When test-wise and test-naive college students were instructed in test-taking skills, both groups demonstrated significant gains in test wiseness. While instruction did not affect test performance, the test-wise subjects performed more…

The paradigm producing recognition failure of recallable words was investigated in a series of three experiments. Results indicate that retrieval asymmetry: (a) exists in the recognition failure paradigm directly following list study, (b) increases significantly following a free-association task aimed at generation of the target words from the…

An experiment examined the mnemonic effects of initial testing with semantic, orthographic, temporal, and recognition cues. Results were interpreted within a levels-of-processing framework in which the nature of the information used in retrieval, rather than the speed or difficulty of retrieval determines subsequent accessibility. (Editor/RK)

Data from this study indicate that, with time held constant, underlining is of limited value and may only manipulate which parts of a passage may be learned at the expense of other parts. (HOD)

Ninety six kindergarten age children participated in a study which assessed the effects of three procedural factors on performance in identity and equivalence conservation tasks. (SB)