Two experiments are reported in which subjects viewed films of automobile accidents and then answered questions about events occurring in the films. Wording of questions regarding speed influenced subjects' estimates of speed. (Author/RM)

A study is reported investigating the question whether inferences made from sentences occur immediately in comprehension or are in part a function of the way material from sentences is stored in memory. (Author/RM)

This paper evaluates associative theories of sentence memory, based on the model of J.R. Anderson and G.H. Bower. A model of Human Associative Memory (HAM) is generalized and defined, and alternative models incorporating configural information are presented. (CK)

The research study investigated the memory and metamemory abilities of four severely to profoundly deaf students with bilateral sensory-neural loss, between the ages of 9 and 20 years. Metamemory was investigated with four modified subtests identified as "story list,""study plan,""retrieval event," and "opposites-arbitrary." Encoding was…

Much research has found that information encoded according to its self-relevance is more easily recalled than information encoded according to other formats. Two experiments were conducted to examine potential moderators of the processes involved in self-relevant memory. In the first study, the hypothesis was tested that self-relevant encoding is…

Recent research has clearly indicated that intoxication with alcohol impairs memory. The present study investigated the effects of alcohol on retrieval from long-term memory by using a set of cognitive decision tasks. Subjects (N=24) were female college students in good health not taking oral contraceptives. Subjects were administered 0 or 1.0…

Melodic memory appears to be founded on building blocks that are memorized in terms of style-specific ordering rules, melodic prototypes, and memory strategies. Ordering rules concern musical form and construction, while melodic strategies involve sequences of several notes. This paper reports on research studies undertaken to test these concepts…

A study of conceptual and relational responses of subjects when recalling the semantic content of a text they have just heard. Responses can be overgeneralized and inferred. Responses studied reflect processes of adjustment during acquisition of information and the processes occurring during recall. (SC)

Research supported by Grant No. GB-6839 from the National Science Foundation.

In discussing the relationship between cognitive development (perception, pattern recognition, and memory) and reading processes, this paper especially emphasizes developmental factors. After an overview of some issues that bear on how written language is processed, the paper presents a discussion of pattern recognition, including general pattern…

A series of experimental and theoretical investigations of text inference were conducted. One applied a theory of inferable text cohesion to the devising of text structure revisions that assist comprehension and memory. Since only modest success was achieved, the next three projects went beyond text revision to the use of adjunct outlines,…

The purpose of this study was to gather evidence relative to the proposition that matching (recognition) performance for A-B pairs following an unlearning paradigm cannot be used to infer associative loss. The alternative was to assume that matching performance is based on frequency information which is independent of associative information. The…

This report describes seven basic experiments designed to further elucidate the nature and function of two types of organization imposed by subjects in a free-recall type of memory task. The experiments involved verbal stimulus materials and employed college students as subjects. The two types of organization investigated were category clustering,…

Retention of verbal material presented in a normal linear manner was compared to retention of the same material presented in simultaneous messages for this study. The subjects were 180 undergraduates, and each was randomly assigned to one of the nine experimental groups formed by combinations of presentation--linear, two simultaneous messages, or…

Determines the relation between recallability and recognizability in experiments presenting a study list, then giving a recall test for some items followed by a recognition test for all items. The results suggested that the set of recallable items were substantially, if not wholly, included within the set of recognizable items. (Author/EJS)