Nine-year-old students were given one presentation of a list of nouns and then performed both recall and recognition tasks. Visual presentation facilitated recall. (ST)

The present study examined current hypotheses concerning information transfer from short-term memory (STM) to long-term memory (LTM) using a Peterson STM task with word triplets presented over retention intervals of 0, 3, 6, 9, and 18 sec. (Editor)

It was found in a retention test that progressive elaboration was superior to single-response elaboration, as in the Bower and Reitman (1972) study; the present study was an extension of that Bower and Reitman study. (Author/RK)

The present studies explored the effects of several variables upon subjects' ability to combine and organize information from different sentences as well as their ability to retain that information. (Author/RK)

The purpose of the present experiment was to examine questions on information specification raised by P. R. Laughlin. Ss were asked to solve one attribute-identification problem, using the selection paradigm. (Author/RK)

This study investigates the influence on recognition memory of the perceptual organization of the learning material both at the time it is studied and when it is tested. (Author)

The effects of list-item cuing under conditions of extensive free-recall learning were examined within a retroactive inhibition paradigm. (Editor)

This study is an investigation into the possibility of a relationship between college students' memories of their parents and their current usage or nonusage of illegal drugs. (Author)

Information processing capabilities of normal and retarded individuals were studied within the context of a modified Steinberg recognition memory task. Normal and retarded individuals spent the same amount of time learning information, but normal subjects spent less time retrieving the information. (ST)

Research supported by a grant from the National Institute of Mental Health. (DD)

Sixty college students formed mixed conceptual categories in original learning (e.g., PEACH, SHIRT, PANTS, and PEAR; and SHOE, ORANGE, DRESS, and APPLE). They were then required to perform either a reversal shift or a conceptual shift. Results are discussed in relation with mediation theory. (Editor/RK)

In this study, children's ability to educe information which was not present in individual sentences was measured. (Editor)

The present study was conducted using two measures, reaction time and recognition, to assess the effects of pronounceability on encoding real words and nonwords. (Author/RK)