This study investigates schizophrenics' ability to utilize input organization and auditory cues for recall. The findings suggest that schizophrenics do utilize the cues of input organization and vocalization for recall, but the process of responding seems to engender excessive output interference which makes retrieval of late input items…

The data tend to support the hypothesis that subjects debriefed prior to a psychology experiment tend to be suspicious of perceived experimenter expectancy cues and less likely to respond to such cues. (SD)

Demonstrated that six-year-olds performed as well as 17-year-olds in discriminating self-generated memories from memories that were the result of external presentation. However, six-year-olds were not as adept as nine-year-olds in discriminating what they had said earlier from what they had only thought. (Author/MP)

Results of an initial experiment show that motoric imagery can produce relatively large increases in the ability of young children, as well as adults, to recall meaningful sentences. Results of a second experiment show that motoric imagery can, to some extent, facilitate free recall of word lists when visual imagery has no effect. (Author/RH)

Concludes that audiences tend to evaluate a radio newscast more positively and to perceive it as more immediate when it contains words that suggest timeliness. (FL)

Four experiments are described that demonstrate that under certain conditions, encoding constancy results in better recall performance than encoding variability. The experiments used mnemonic devices, and various numbers of semantic contexts and orienting tasks. Encoding variability resulted in optimal recall performance when only one code for an…

Investigates the role of story schemata (setting, theme, resolution, plot, etc.) in adults' metacognitive monitoring of overall knowledge of stories. (EKN)

The study investigated organized strategies and self-checking behaviors in selecting retrieval cues in gifted, normal achieving, and learning disabled (LD) children (grades 5 through 7). The results indicated that, compared to the others, LD children lacked self-checking skills. (Author/SB)

Subjects read passages taken from Bransford and Johnson's materials either with or without the context-inducing title provided. The presence of the title increased comprehension and recall but had no effect on recognition. Activation of relevant information already stored in memory may not be essential to the encoding process. (Author/RD)

Describes five experiments in which instructions to rehearse previously presented pictures increased the likelihood of their being identified in a later test. Results show recognition was higher for cued than uncued pictures and that the effect of cuing diminished as the lag between presentation and cuing was increased. (Author/BK)

Nine- and 16-month-old infants were presented a manual search problem in which a toy was hidden in one of two inaccessible containers, which were then moved into reach. Older infants performed better than younger infants, performance improved across trials, and more correct searches occurred when containers or trajectories were distinctive.…