Subjects were given tests of visual memory using stimuli which were similar, but not identical, to those used in a subsequent paired-associate learning task. Scores on the visual memory and the paired-associate tasks were then used for analysis. (Author/RK)

Assesses the relative importance of synonymity and antonymity for memory encoding of words for second and sixth graders. Also, the variable of association strength is investigated for both groups through the presentation of false-recognition stimuli. (DP)

Eight reflective and eight impulsive preschool children were tested in a forced-choice recognition memory task. Reflective children made more correct recognition choices than did impulsive children under all experimental conditions. (ST)

Recency judgments were examined for four groups (N = 40 per group) aged 7, 8, 10, and 18 years. The resulting data supported the hypothesis that tasks, which do not require deliberate mnemonic strategies, are not developmentally sensitive. (Editor/RK)

The visual imagery of kindergarten, third, and sixth graders was tested via a continuous visual recognition test in which subjects were to identify repeated pictures of familiar and nonsense objects. (Editor)

The present study is an extension of Conrad's work on short-term memory with the emphasis on the kinds of confusions the deaf make in recalling visually presented letters and how they differ from those made by hearing Ss. (Author/RK)

Article gives the results of a multiple-probe recognition memory investigation examining the importance of relationships between items in a memorized series (positive set). (Editor)

States that the two skills essential for success in college are the ability to retain materials and study effectively. (RB)

The present article reports experiments that generalize the observed dependence between retrieval operations. (Author)

These data have important implications for both theories of memory in general and for theories of retardate memory in particular. (Author)

Study examined the effects of an integrative or central information processing variable on visual-motor task performance of normal and mentally retarded Ss. (Authors)

Results are consistent with the hypothesis that sequential memory is dependent upon the availability of a verbal memory code. (Authors)

The possible interaction between age-relevant facilitative instructions and the occurrence of phonetic and semantic generalization was investigated. (Author)

Two general topics are discussed: (1) The sequence of events that transpire in one second of reading, to suggest the nature of the processes that link them; and (2) the relation of this description to the acquisition of reading. Contains a list of 71 references. (RB)

Both acquisition and retention were better when the hierarchy was learned graphically rather than as a list of associations, although the effect was greater on acquisition than on retention. (Authors)