The idea was explored that different subjects may use qualitatively different encoding strategies with the same information presented within the same experimental situation. The premise was also studied that different strategies may be evoked by subtle differences in advance instructions or in the context of the task. (Author/MH)

The method of transfer learning was manipulated in a study of proactive inhibition. Results suggest that the joint recall of two lists during transfer increases list differentiation and reduces competition between alternative sets of responses on the retention test. (Editor/RK)

Subjects learned one, two, or three verbal lists simultaneously. Recall of the common list after 24 hours increased directly as the number of lists learned simultaneously increased. Assuming that simultaneous learning reduced interference, the interference was from extraexperimental sources of a proactive nature. (Author/CP)

These experiments focus upon two assumptions of the levels of processing formulation: that context provides exclusive control over the qualitative nature of encoding, and that amount recalled is determined both by cue-trace compatibility and by depth. The results cast doubt upon the validity of each assumption. (Author/MH)