Three word-identification experiments suggest that a model derived from experiments with pseudowords can be applied successfully to word identification. The data derived from the experiments confirm the role of higher order verbal units in word identification and suggest the structural components of a verbal-mediation theory of reading. (Editor/RK)

The water jug task model was extended to four variations of the Missionaries--Cannibals river-crossing problem. Different cover stories resulted in large differences in number of illegal moves, but no difference in number of legal moves to solution. The three-stage process model explains both legal and illegal moves. (Author/GDC)

This research tested the hypothesis that grouping has adverse effects on the recall of tactual shapes but facilitates the recall of tactual letters on the assumption that this depends on different processes. A further question was the relation of grouping to letter recall span (set-size).

Research with kindergarten children showed that low imagery words were more difficult to recall than high imagery words. (MKM)

Suggests teaching word attack skills using these steps: present, practice, apply, review, and re-review. (MKM)

Free recall lists were presented to young (N=42) and old (N=42) males under three conditions: (a) active auditory; (b) passive auditory; and (c) visual only. The young group recalled more words than the old at each presentation position under each condition. (Author)

Two experiments that study subjects' memory for active and passive sentences are reported. A reaction time methodology is used to measure subjects' memory for verbatim information about the sentence. Retention of verbatim information displays traditional short-term versus long-term discontinuity. (CHK)

Results of this experiment suggest that specific encoding of a word is not a necessary condition for cue effectiveness. Results imply that the effect of a nominal fragrance cue arises through the mediation of a functional, implicitly generated semantic cue. (Author/SW)

Children's ability to infer consequences from sentences automatically was assessed in two cued recall experiments. Seven- and eight-year-old children and adults served as subjects. (JMB)

The Bransford and Franks paradigm for the study of semantic integration is called into question. Three experiments are described that test the hypothesis that this paradigm produces its results by creating confusion and interference. The results call for continued search for a paradigm relative to the study of integration. (AMH)

A description of four experiments confirming the theory that recall of a given item from a semantically categorized list is impaired by the presence of other items from this same category. This inhibitory effect of part-set "cuing" is interpreted here as a cue-overload effect. Selected references are included. (AMH)

The introduction of laboratory computers has facilitated investigation of quantitative theories in the investigation of memory. Data from a recent qualitative study was used to test two quantitative theories. The strength-resistance theory fitted the data quantitatively without significant deviations. Statistical tables and references are…

Two case reports illustrate the application of mnemonic techniques for the remediation of memory problems common to brain-damaged patients. A clinical paradigm for such work that includes general and specific assessment, laboratory evaluation of intervention strategies, and finally actual application is described. (Editor/RK)

The assumption that recall and recognition involve different processes has been attacked and defended in recent years on both theoretical and empirical grounds. This research extends the notion that retrieval processes are operative in recognition as well as in free recall of individual words. (Editor/RK)

These experiments consider similarities and differences between classifications of pictorial and verbal stimuli in order to investigate whether the kinds of information used differ depending on the stimulus class. Three hypotheses regarding the information used in picture and word classification were evaluated. (Author/RK)