False recognition errors in elementary school children were studied using word association tasks. Data obtained validated the developmental changes in the dominant dimensions of associative organization. (ST)

The work reported in this study attempts to further isolate the place of two codes of information, visual and acoustic. (Author/RK)

Sometime before four months of age infants are capable of storing information either about the physical properties of visual stimuli or about the contigency between their response and the reinforcement. (Author)

Response to article Development of the ability to encode within evaluative dimensions,'' Journal of Experimental Child Psychology, 1972, 13, 210-19. (EJ 053 728). (CB)

Results were interpreted supporting a social learning view of observational learning that emphasizes contral processing of response information in the acquisition phase and motor reproduction and incentive processes in the overt enactment of what has been learned. (Author)

Subjects learning high-frequency names had significantly better recall, confirming that color memory is a function of linguistic codability, not perceptual experience. (Author)

Primary purpose of the present research was to test the reasoning that any procedure that interferes with the naming of the test stimuli, while leaving visual complexity unaffected, ought to increase the detrimental effects on reaction time and accuracy produced by changing case. (Authors/CB)

On the assumption that vividness reports and recall were both mediated by the same covert event - a visual image - these results provide further evidence that images have an important role in memory. (Author)

Study investigated the nature of the information that is available to Ss when they have comprehended linguistic materials. (Authors)

A number of models are considered that specify how children and adults solve single-digit addition problems. (Authors)

Eight experiments are reported: the first four demonstrate the context effects in short-term-memory (that retrieval from STM improves as the context for learning is made more similar to the context for retrieval), and four more experiments examine the mechanism by which the context effect might operate. (Author/MB)