Five studies were conducted to investigate the relationship between short term memory (STM) and long term memory (LTM), and the relationship between STM and problem solving. In study I, the necessity of postulating separate learning processes for tasks which are traditionally classified as STM tasks as opposed to LTM tasks was investigated.…

Retroactive interference (RI) in prose learning was investigated in an experiment where passages were constructed on the basis of a predetermined logical structure. This structure made it possible to operationally define similarity and assess the effects of RI for inferential information as well as that stated directly in the original passage.…

This study attempted to elucidate the effects of context and level of processing on comprehension and memory for prose. Two aspects of memory for prose were investigated: the amount of information remembered and the semantic interpretation assigned to ambiguous paragraphs. Task instructions and exposure duration of the passages were manipulated to…

Sequence signals may be defined as linguistic forms that ostensively mark connections and relationships between one part of a piece of continuous writing and another. This study demonstrates that a wide range of sequence signals occur in technical writing, and hence must be taught to students who read technical English. (Author)

Describes a psycholinguistic investigation of children's competence in the production of extended discourse, concentrating on discourse form (narrative versus expository) and production modality (written versus spoken). (SKC)

Explains a three-step method of presenting the logical relationships indicated by connecting words (e.g., similarly, however, and therefore) so that developmental students can use them by building upon their understanding of coordinate and subordinate sentences within the paragraph structure. (DMM)

Traces the development of predicate use for genre and cohesion in the narratives of children aged two to five, examining predicate structures and types and their linkages via three types of parallelism and by means of explicit connectives. (Author/SED)

Proposes a technique of developing conversational, expressive competence based on a discourse model. Exercises to develop an understanding of commercial negotiation illustrate the technique. (MSE)

Warns against the overuse of cohesive conjunctions in writing and recommends that teachers instruct students on contextual use of conjunctions rather than on their random use. (CRH)

The findings indicated that there were no significant differences between good and poor readers in the nature of information recalled or in their use of perceptual connectives. The type of passage, however, did have a significant effect on the number of perceptual connectives given in the recalls. (Author/NQA)

Explores two approaches to discourse structure and comprehension. Illustrates that prior knowledge is ued in conjunction with cues to construct the macrostructure of the story. Provides evidence that text comprehension is based on the presentation of the propositions of the story. (PMJ)

Describes a question-answering procedure for probing the reader's internal representation of prose. Examines two dimensions of a reader's conceptual organization of plot: hierarchical level and relational density of propositions. (PMJ)

Reports on a study of 60 undergraduates which investigated correlations between style variations (inversion, ornamentation, condensation, poor distribution, and deliberate misleadingness) and such psychological factors as reading ease, mental organization, and recall. (DD)