Due to the deviance in language and the ideational fusion characteristic of poetry, the reader is engaged in a specialized form of information processing differing markedly from the reading of prose. Understanding occurs when the reader restructures his concept of reality to conform to that of the poem. (Author/SJL)

In two experiments, subjects were interrupted while listening to a two-clause sentence just before the last word of either the initial clause or the final clause. The two experiments together suggest that interclause semantic relations affect the immediate processing of clauses. (Author/EJS)

Comprehensibility ratings and sentence-by-sentence reading times of three-sentence narratives (triples) were studied as a function of the coherence of a triple. In both experiments, reading times did not differ for first sentences, but were longer for third sentences of unrelated than for related triples. (Author/RM)

Argues that generative phonology is not predictive of phonological identification, thus preventing it from achieving descriptive adequacy and limiting its value in explaining human speech perception. The assumption that the unity of the morpheme must be expressed phonologically is rejected. (Author/EJS)

Tested whether listeners' reaction times for monitoring a predetermined phoneme are influenced by phonetic constraints on ordering. Reaction times were significantly shorter for phoneme monitoring in monosyllable-bisyllable sequences than in bisyllable-monosyllable sequences; however, reaction times were not significantly different for high-low vs…

Subjects listened to a story containing sentences with five quantifiers (all, many, some, a few, and none) and were tested to determine recognition of quantifiers. The degree of confusion between any two quantifiers declined monotonically with the separation of the two terms in a linear order. (SW)

A general theoretical framework for studying the representation of prose in memory is presented. The framework emphasizes the relational structure of story characters as determined by major story themes and provides for empirical consideration of author-reader communication. (SW)

In these studies, people recalled additional, previously unrecalled information from stories following instruction to take a new perspective. The data clearly show the operation of retrieval processes independent from encoding processes. (SW)

Three groups of children, aged 5, 7, and 11 years, were tested in a clause-memory task, in order to investigate the role of syntactic and semantic factors in children's recall and processing of spoken continuous prose. (Author/SW)

Retrieval dynamics in recognition memory for paired-associates learned by rote repetition or visual imagery mnemonics are studied with Reed's response signal method. The use of visual imagery resulted in higher asymptotic accuracy as expected, but somewhat slower retrieval dynamics initially. (Author/RM)

Aspects of the processing of frequency information were investigated in two studies. The first showed that second graders were as prepared to process frequency differences as adults. The second showed that practice at frequency counting does not improve the performance of young adults and neither does feedback regarding earlier performance.…

This study deals with the patterns of word-by-word reading times over a sentence when the subject must code the linguistic information sufficiently for immediate verbatim recall. A class of quantitative models is considered that would account for reading times at phrase breaks. (Author/RM)

Reviews cases which support the view that parts of the left hemisphere control languages, no matter how it is expressed, while right-side regions are involved only in skilled nonlinguistic movements and perceptions. Compares recent findings with previously held theories. (ML)

Eighty unimpaired adults took the iconic-symbolic (I-S) subtest of the Muma Assessment Program under traditional protocols and revised instructions like those used in classic studies of classification ability. Only 18 functioned at the symbolic level as defined by the protocols; revised instructions more frequently evoked the expected symbolic…

Seven learning disabled elementary students received metacognitive training in the strategic use of language information (summarizing, questioning, clarifying, predicting) using a reciprocal teaching procedure. Although results of reading achievement posttests were insignificant, subjects experienced greater gains in self-esteem than a control…