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)

Children learn noun pairs presented in sentences more readily than noun pairs presented alone; such a sentence effect is not found in college students. Two experiments were performed to evaluate the hypothesis that this discrepancy can be attributed to an interaction between experimental conditions and developmental level. (Editor)

The purpose of the present experiments was to further explore the role of choice by giving Ss the opportunity to choose the stimulus words rather than the response words. (Author)

Induction refers to categorizing sensory experience and substitution to interchanging similar objects. If similar items are functionally identical and near the focus of attention at nearly the same time, similarity impedes learning (interference). If either condition is not fulfilled, similarity aids learning (transfer). (DD)

This study attempted to answer two questions: should variable or constant grapheme-phoneme correspondence be introduced initially and should paired-associate or conceptual training be used in initial training. (Author/RK)

Results show that the most efficient way to learn a series of lists is to form a new interactive image for each new response to a given stimulus, but the most efficient way to retain the lists is to repeat the previous response items while each new list is being learned. (Author)