The purpose of this research project was to evaluate the effects of prompts and cues in paired-associate learning. Experiment One was to investigate the effects of cues and prompting on the learning of Japanese vocabulary. Experiment Two duplicated the above using digit-nonsense syllable combinations as the paired associates. The next three…

A comparison was made of short- and long-term visual and auditory memory in relation to visual and auditory interference. The questions investigated were: (1) will interference be greater when it occurs in the same modality (auditory or visual) in which it was learned (i.e., similarity hypothesis), or (2) will interference be greater when it…

The experiments described in this report attempt to further understanding of the storage and retrieval of factual information. In the first five experiments, organization of simple prose materials is varied. Effects upon both accuracy and order of recall are discussed in terms of retrieval strategies determined by organization. The fourth and…

The viability of visual imagery as a prose-learning process was evaluated in two experiments with elementary school children in this study. In experiment one, two concrete ten-sentence passages were constructed. The attributes of two subclasses were contrasted in each passage (two kinds of monkeys in one passage, and two kinds of cars in the…

Previous research has found that spoken rehearsal is superior to silent rehearsal during verbal discrimination learning. The frequency theory posits that verbal discrimination (VD) learning improves as the frequency differential between the correct and incorrect member of each pair increases. Erlebacher, Hill, and Wallace (1967) tested this…

In an attempt to ascertain the facilitating functions of audiovisual between-channel redundancy in information processing, a series of audiovisual experiments alternating auditory and visual as the dominant and redundant channels were conducted. As predicted, results generally supported the between-channel redundancy when input (stimulus) was…

The purpose of this study was to evaluate the effect of adjunct aids in the form of questions on ninth graders' comprehension of 3,500-word passages. Specifically, the study focused on the effect on literal comprehension of content and process stimulus questions written at the cognitive levels of memory and evaluation when positioned before and…

This paper reports on two experiments conducted in an attempt to extend findings by Ellis which suggest a rehearsal deficit in mentally retarded subjects. In experiment one, mentally retarded subjects saw nine stimuli in a serial position probe task for either two, four, or six seconds each. Performances for the two and four second-per-item rates…

The Wisconsin model of conceptual learning and development specifies four levels of mastery in the acquisition of a concept. The levels of mastery are defined in terms of performance on tasks designed to measure each level. This paper discusses the internal operations or processes which are inferred as the mechanisms by which each level of…

In two experiments a total of 662 high school students read a prose passage, took a verbatim or paraphrase quiz, and a week later completed a verbatim or paraphrase delayed test. Taking a quiz significantly enhanced performance on the delayed test. Performance was consistently much higher on the verbatim than on the paraphrase forms of quizzes and…

This paper identifies and describes three distinct variables on which prose passages can differ, from a linguistic point of view. Each of these variables relates to the way in which the content of prose is organized to convey meaning to the reader. The first variable is the position of information in a structure representing a passage's…

Two experiments were performed using messages of digits presented auditorily at a rate of two digits per second. In both experiments, messages of seven different lengths were employed, consisting of 4 to 10 digits in Experiment 1, and of 2 to 8 digits in Experiment 2. The Ss were asked to recall them in the original order, and then to estimate the…

Two experiments were conducted to investigate the development of evaluative and taxonomic encoding in children's memory. The task used was a modification of the Wickens short-term memory task in which subjects' recall of words is tested following a distraction task. The first experiment found that 11-year-old children, but not 8-year-old children,…

This study examines the effects on long-term retention of variations in intensity and temporal parameters of arousal following a single learning trial in a paired-associate task. Intensity of arousal was manipulated by using two levels of noise, 75 db. and 90 db., and a condition without noise. Noise was delivered to the 56 female university…

This study tests the hypothesis that labeling facilitates recall in nursery school children if and only if it leads to rehearsal. Subjects were 34 children ranging in age from 47 to 53 months. During pretraining, those children in the Label group named pictures of animals and fruits as they were presented, while those in the No Label group matched…