EPPS scores from 167 high school seniors (Study 1, S1), 137 introductory psychology students (S2), and students from an innovative college program (S3) were compared using analysis of variance, image analysis, and factor pattern comparison. (Editor)

In a part/whole free-recall paradigm, whole-list learning was examined as a function of the degree of part-list organization and the extent to which it was maintained. (Author)

This study examined the effects on the long-term retention of incidental and relevant material of prequestions of high and low arousal potential. (Editor)

The purpose of this study was to investigate teacher control of student generated noise in a realistic university setting. (Author)

The purpose of this study was to extend the functional learning paradigm to the case where the relation to be learned is not stationary. (Author)

The present experiment was designed to specify more clearly the function of IARs in VD learning by varying the number of taxonomic categories used to make up the VD lists. (Author)

The purpose of this article is twofold: (a) to report an attempt to replicate previous findings on the effects of adjunct questions in written discourse and (b) to discuss possible extensions of previous research on the retention effects of adjunct questions, based on current data. (Author)

This study investigates the influence on recognition memory of the perceptual organization of the learning material both at the time it is studied and when it is tested. (Author)

The effects of list-item cuing under conditions of extensive free-recall learning were examined within a retroactive inhibition paradigm. (Editor)

The present experiment attempted to magnify the effects of organization by modality by providing Ss with an opportunity to learn how to organize by modality. (Author)

In a nonmetric multiple-cue probability learning task involving 2 binary cue dimensions, it was found that Ss can learn to use configural or pattern information (a) when only the configural information is relevant, and in addition to the configural information, one or both of the cue dimensions are relevant. (Author/RK)

When Ss read single words or 2-digit numbers aloud, the latency from stimulus onset until the beginning of overt vocalization increases as the number of syllables to be pronounced is increased. Two interpretations of this reading pronounciation latency effect are considered. (Author)

Article discussed two experiments in which the subjects recalled a trigram stimulus after copying a string of random consonants, using either the preferred or non-preferred hand and, as well, measured the latency of solving a simple mental arithmetic task under each of the two writing conditions. (Author/RK)

This article describes one experiment which tests a prediction from their explanation and another experiment which attempts to measure directly the amount of unlearning and spontaneous recovery-more generally, the availability-of competing responses. (Author)