Reports two experiments examining the contents and accessibility of a subset of the knowledge represented in long-term memory by preschool-age children. The knowledge domain of object locations in the home was selected for study. Among the results, very young children revealed considerable knowledge in this domain. (Author/RH)

The study investigated the hypothesis that differences in performance between 19 poor and 19 good readers in the fourth grade on a rote memory task could be eliminated if both groups were induced to process the material to be remembered in the same manner. (Author/SBH)

Two experiments examined semantic elaboration and interpretation in recognition memory of 4-year-olds and college students. Subjects were presented pictures of color-specific and non-color-specific items, and then tested for their recognition of the chroma of the items. (Author/MP)

Third- and fifth-grade children and adults were presented with eight-item letter sequences of varied approximation to English in a tachistoscopic single report, cue delay task. (RH)

The authors emphasize the need for developing educational interventions that encourage generalization in learning disabled students from one set of responses to another. (CL)

Results of three experiments indicated that latency of correct recognition was sensitive to the influence of a priming treatment. The magnitude of the priming effect depended on both the taxonomic frequency of the probe items, and the length of the interval between the prime and the recognition test. (Author/RD)

Adults listened to a list containing 30 words that were repeated from zero to seven times each. Subjects were tested for sensitivity to differences in frequency of occurrence. All were equally sensitive to frequency information. Prior knowledge about the nature of the test did not affect performance. (Author)

First-, third-, and fifth-grade children were asked to judge the relative ease of recalling a list that was organized semantically, physically, or randomly. Actual recall was also tested. (JMB)

Two experiments examined subjects' ability to recognize or to recall sensible, interrelated sentences, with or without added bizarre sentences, either immediately or after two weeks. Results suggested that processing bizarre information can lead to more accurate recognition and recall of the sensible context. (Author/MH)

Investigates the structural differences in the representation of balance and imbalance information by using a technique originated by Sternberg (1966). Subjects were 38 college students. (MP)

A study of 30 normal and poor readers tested the hypothesis that reading disabled children's failure to apply effective strategies to rote-memory tasks is related to their lack of reflective knowledge about memory and their disorganized approach to cognitive tasks. Findings supported the view that many children fail to read well because they do…

The hypothesis that free recall involves the generation of candidate items followed by a decision process was tested in a situation which compared a standard recall test with a test that involved the overt generation and recognition of candidate items. (SW)

Reports on research on the effect of various encoding and retrieval conditions on sentence recall. (AM)

WAIS subtset standard scores, IQ scores, and factorial deviation quotients were correlated with Bender Gestalt recall scores for 111 vocational rehabilitation clients. Results found that the Bender recall task could not classify Ss as to general intelligence level with greater accuracy than could be obtained with the WAIS Vocabulary subtest alone.…