Attempts to help specify the boundary conditions for use of the recognition-recall method, i.e., recall made conditional upon recognition, and to use this method to evaluate a hypothesis about stimulus-concreteness effects with low-meaningful responses. (Author/RK)

These experiments consider similarities and differences between classifications of pictorial and verbal stimuli in order to investigate whether the kinds of information used differ depending on the stimulus class. Three hypotheses regarding the information used in picture and word classification were evaluated. (Author/RK)

Three experiments investigated the nature of false recognition errors made after incidental learning that required acoustic or semantic analysis. (Editor)

Investigates whether imagery and verbal encoding use different processing mechanisms and attempts to discover whether the processes underlying the use of imagery to retain words are also involved in like-modality perception. (Author/RK)

Kindergarten and second-grade children's free recall on repeated trials was investigated using a semantic orienting task procedure. (Editor)

Comparisons between recall levels following simple acoustic or visual tasks and the simultaneous visual-plus-acoustic task are not based upon equivalent amounts of interference within each modality. This research attempts to test more precisely the relationship between visual and acoustic interference by using a sequential rather than a…

Structural and semantic levels of processing were distinguished in two experiments that varied stimulus meaningfulness in an incidental learning paradigm. (Editor)

A recognition memory experiment investigated memory scanning when stimuli were organized but not easily labeled verbally. The principle findings indicated that the organization of the to-be-remembered sets had a pronounced influence on performance. (Editor/RK)

Memory for sequences of briefly presented letters was examined to discover the effects of intraserial repetition and acoustic contrast on recall of a critical letter pair. (Editor)

Presents a speed-accuracy tradeoff method for studying the dynamics of memory retrieval in recall that may be useful in studying the relationship between recall and recognition. Describes the method and uses it to compare retrieval dynamics in recall and recognition as a function of the presence or absence of associative inference. (Author/RK)

The purpose of the present experiment was to study storage properties of dual codes for pictures and words by manipulating instructions and to study retrieval properties by manipulating the representational form of the test items. (Author)

Three studies investigate the effects of imagery on long-term retention in a free-recall task. (Editor)

Three experiments are reported introducing variations in testing mode and cuing context into the general procedures used to demonstrate recognition failure of recallable words. The study concludes that recognition failure phenomena represent a special class of context effects. (Editor/RK)

Two free-recall experiments were performed in which the subjects were required to rehearse items an equal number of times, but the number of items presented at a given time was varied. The main hypothesis was that increasing the number of items presented at once would increase processing demands and decrease performance. (Editor)

It has been demonstrated that instructions to learn have no effect on immediate recall in the incidental learning paradigm used by Jenkins (1974). This research further investigated this finding by factorially manipulating recall instructions (incidental vs. intentional learning), presentation rate of materials, retention interval, and type of…