Subjects received recognition, meaning, or truth-value instructions in a Bransford and Franks paradigm. The results of two trials indicated that subjects understood and performed very well under recognition and truth-value instructions when constraints on memory were removed. (Editor/RK)

Subjects learned three different paragraphs and then were tested for their memory after one of the three test intervals. Results showed differential decay functions for recognition and inferential memory. (Editor/RK)

Two experiments examined subjects' ability to recognize or to recall sensible, interrelated sentences, with or without added bizarre sentences, either immediately or after two weeks. Results suggested that processing bizarre information can lead to more accurate recognition and recall of the sensible context. (Author/MH)

Two experiments were conducted in order to investigate the relationship between memory for individual sentences and memory for the holisitic ideas conveyed by those sentences. (Editor)

Two experiments were run to test memory for the negation morpheme "not" in coordinate sentences (e.g., The ballerina had twins and the policewoman did not have triplets) and complex sentences (e.g., The ghost scared Hamlet into not murdering Shakespeare). (Editor)

This research was designed to investigate sentence comprehension and recall through an examination of cue effectiveness. It was expected that a cue which contained information about an object that was a probable inference from the sentence would be an effective recall cue. (Author/RK)

The purpose of this investigation was to determine more clearly whether the phenomenon of language retention is found at higher levels of complexity. (Author)

Several computer simulation models of memory represent human knowledge in terms of labeled networks of interconnected ideas. This article attempted to learn in such models how these networks are searched to retrieve relevant information. (Author/RK)

This research was a further test of the theory of constructive processes proposed by Foos, Smith, Sabol, and Mynatt (1976) to account for differences among presentation orders in the construction of linear orders. This theory is composed of different series of mental operations that must be performed when an order relationship is integrated with…

It was hypothesized that the concept of cognitive effort in memory is both useful and important. Cognitive effort was defined as the engaged proportion of limited- capacity central processing. Four experiments were conducted, and the implications and potential applications of the concept were discussed. (Author/MH)

This research examines how pictures differ from sentences on important memory dimensions, with specific reference to Bransford and Franks (1971). (Author/RK)

The fan effect (the difficulty in retrieving any one fact after learning many about a concept) occurs only when the facts with repeated concepts are stored as independent episodes. It tells us nothing about the code formed by a pattern of interconnected concepts. (Author/CP)