Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…

The relationship between pose and illumination learning in face recognition was examined in a yes-no recognition paradigm. The authors assessed whether pose training can transfer to a new illumination or vice versa. Results show that an extensive level of pose training through a face-name association task was able to generalize to a new…

Twelve- and 18-year-olds learned a list of paired associates; experimental subjects were instructed in mnemonics, while controls simply learned the pairings. When subjects were presented a list of Latin nouns and their translations to learn, spontaneous transfer of the mnemonic strategy occurred only among 18-year-olds. (Author/GDC)

Twenty institutionalized adult retardates (10 men, 10 women) were administered paired-associate bigrams (letter-letter, letter-number, number-letter) in an A-B, B-C, A-C paradigm. One-half of the items were designed to enhance positive transfer and one-half negative transfer, and each subject learned both in scrambled (nonsystematized bias)…

Second graders were given training in monitoring the ability of strategies, the affective consequences of strategy use, or no strategy-monitoring training. When performing associative learning tasks under several instruction conditions, all training conditions produced short term effective strategy maintenance. However, only the strategy-utility…

Two questions were addressed regarding the utility of the keyword method, originally developed as an instructional technique to facilitate foreign language vocabulary acquisition: (1) the method's applicability to other common school learning tasks; and (2) students' use of the method as a self-initiated study strategy. (Author/AL)

Investigated were the effects of type of strategy training, intersession interval, and a posttraining reminder cue on paired associates learning for 57 educable mentally retarded elementary school children. Ss were assigned to one of four training conditions (sentence mediation, visual imagery mediation, combined sentence and imagery training, or…

Six experiments were intended to characterize more completely a phenomenon found when lists were first learned in isolation and then placed together for simultaneous learning. The subjects learned three lists, each list clearly distinguishable from the other. One of the lists was recalled, another was tested for frequency information, and the…