Concluded that factual questions appear to inhibit the higher cognitive processes of grade 2 and grade 4 subjects, while the interpretive questions stimulate the higher cognitive processes. (DD)

Provides evidence for the utility of schema-based frameworks which assume that schemas and scripts organize information, aid in comprehension, and guide information retrieval. (FL)

Emphasizes the importance of psycholinguistic research in enabling us to discover phenomena which will later be seen to have representations in the brain. In addition, the different ways a second language is learned and used, as well as the differences in the actual language structures themselves, will participate in determining brain organization…

Reports on experiments designed to explore the way the processing unit depends on the information in the component letters and the information contained in their arrangements in a familiar letter string. Hypotheses were tested by degrading the quality of individual letters and by spacing the letters irregularly. (CLK)

Suggests some reasons why the exploration and description of language function is often an untidy exercise but, none-the-less very rewarding and rich in implication for English teaching. (Author/RK)

Based on results reported in a doctoral dissertation completed at the State University of New York at Buffalo. Investigation carried out while the author held a National Institutes of Mental Health Predoctoral Research Fellowship. (VM)

Report of the first year of this study appeared in The Modern Language Journal, v52 n5 p268-279 May 1968. (DS)

Two experiments examined the nature of access, storage, and comprehension of idiomatic phrases, using a phrase classification task. Results support a lexical representation hypothesis for the processing of idioms. (Author/AM)

A study used two-dimensional recall to identify the units of recall in the process of remembering, in order to investigate the correspondence of experimentally identified memory units to theoretically defined propositional units, and the correspondence of recall organization to story schema. (Author/AM)

The notion that a prerequisite for asking questions about new topic matter is some appropriate level of knowledge was tested. Learners with two levels of background knowledge using learning material with two levels of difficulty were studied. (SW)

A contrastive analysis should describe the different processes of conceptualization in the languages under consideration. Furthermore, a detailed semantic analysis of linguistic items should be undertaken to discover perceptual strategies which force the speaker to use these items. Research in psycholinguistics is valuable in these tasks. (DB)

Argues for a reconceptualization of Second Language Acquisition (SLA) research in order to enlarge the ontological and empirical parameters of the field. Claims that methodologies, theories, and foci within SLA reflect an imbalance between cognitive and mentalistic orientations, and social and contextual orientations to language, the former…