Presents a study of imagery induction during paired associate learning by preschool children. Studies the effect of experimenter-generated interactions between the stimulus pairs to be learned, self-generated interactions, and a combination of the two, on imagery induction. (BD/BR)

The focus of the study was on the paired-associate performance of retarded subjects of different levels of mental age under various instructional conditions. (WY)

The hypothesis that thematic prompts facilitate learning by furnishing mediators was investigated in three experiments, two of which produced enhanced learning. (CK)

Findings are most consistent with a mediation interpretation of transfer. (Authors)

Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)

Examines whether it is the mediator as a "product" or whether it is the "process" involved in a particular strategy that facilitates learning, concluding that neither view can be rejected. (RB)

The logical extension of results may be valuable in adding to our understanding of the variety of phenomena involving mediational processes, such as transposition, reversal and nonreversal shifts, imagery, concept formation, word meaning, and the effectiveness of verbal stimuli in discrimination and generalization. (Authors)

The relative effectiveness of sentence and conjunction contexts in reducing negative transfer and facilitating learning is empirically investigated. (Author)

It sometimes happens that one is unable to recall a word or name that he feels he knows very well. This state of frustrated recall is referred to as a tip-of-the-tongue (TOT) experience. Two experiments were devised to compare the ability of a weak trace and a decoding-failure model to predict the conditions under which TOT reports would be most…

Children's ability to produce and use natural language mediators on a paired-associate recall task requiring self-generated elaboration was analyzed. Elaborations were recorded and classified according to a semantic-syntactic scheme. Comparisons between grades were made to determine the effectiveness of elaboration categories in facilitating…

People sometimes forget a name or a word, and are plagued by the feeling that the sought-for word is somewhere in memory but not immediately available. The frequent description of this tip-of-the-tongue (TOT) phenomenon as subthreshold memory traces is challenged by data showing that TOT genesis and TOT recovery are distinct processes. In a verbal…

The ability of 45 educable mentally retarded children (mean CA-11 years) to acquire and retain a mediational strategy for paired associate learning was demonstrated by a training procedure which consisted of the sequencing of consecutive lists under varying degrees of mediational facilitation. (Author/CL)