Individual differences in retention, with an emphasis on their relationship with learning speed and other cognitive factors, were studied in 685 military recruits. In all of the forgetting conditions, the fastest learners remembered more and relearned faster. Results support the existence of individual differences in retention. (SLD)

In two human skin conductance conditioning experiments we investigated whether processing of stimulus compounds can be influenced by past experience. Participants were either pre-trained with a discrimination problem that could be solved elementally (A+, B-, AB+, C- in Experiment 1 and A+, AB+, C-, CB- in Experiment 2) or one that required a…

In a series of five experiments, novices read a text on computer programming, and engaged in one of the following learning strategies: advance organizer, model elaboration, comparative elaboration, normal reading (control). Results of transfer tests indicated a pattern in which the treatment groups excelled on the ability to put the information…

The present experiment investigated memory attribute dominance in young children by measuring false recognition responses to associatively and acoustically related words. Second- and sixth-grade children, half of whom were high SES and half low SES, served as subjects. Following Underwood (1969), a shift from acoustic to associative memory…

The hypothesis that either familiarization or the association of items to context produces the crossover effect in whole-part learning was tested. The crossover effect refers to the eventual negative information transfer that occurs at the end of second-list learning. Results were interpreted in terms of a stage model of learning. (Editor/RK)

Research supported by grants from the National Science Foundation, National Institute of Child Health and Human Development, University of Minnesota, and National Research Council of Canada. (DS)

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)

Investigates the hypothesis that school achievement deficiencies of low socioeconomic status black children are attributable to corresponding deficiencies in learning ability. (Author/TA)

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)