The intensity of information processing engendered in different phases of standard memory tasks was examined in six experiments. Processing intensity was conceptualized as system capacity consumed, and was measured via a divided-attention procedure in which subjects performed a memory task and a simple reaction-time (RT) task concurrently. The…

The multivariate effect of task sequence, memory support, and state anxiety was investigated using a nonverbal concept-acquisition task. Ninety-six Indian college students were randomly assigned to 4 treatment conditions resulting from the task sequence: easy-to-hard, memory support, and nonmemory support. Subjects receiving the easy-to-hard…

Four experiments are reported which investigate isolation effects in free recall. (RM)

Performance changes during the course of single-trial free recall were investigated in five experiments. (Author/RM)

The effect of general and specific cues on learning information from graphs is analyzed. The study shows that the use of cues influenced the amount of information learned, with variations according to type and placement of cues. (JMF)

Two experiments are reported in which recall of the same information is compared following different priming passages. In one case the subjects were primed by material that was consistent with the content of the main passage; in a second case, the priming introduced information in conflict with it. It was found that inconsistent priming led to…

Learning material was presented to independent groups of subjects either after arousal from non-Rapid Eye Movement (non-REM) sleep, after arousal from REM sleep, or under conditions of no prior sleep. Measures of immediate and subsequent free recall were taken. (Editor)

A novel computer-delivered training task was given to 11 children in grades one and three and to 7 adults to observe their differences in content-general knowledge while equating subject-specific knowledge. Results are presented. (Author/MT)

Structured interviews with 128 poor readers and nonreaders probed subjects' early reading experiences and attitudes about those experiences. Topics covered include subjects' perception of personal reading ability, family environment, and school experience. Findings indicate poor self-images result from bad reading experiences, including reading…

Two experiments investigate whether advance organizers (1) help subjects with good reasoning skills compensate for poor memory or information overload; and (2) compensate for distractions. Findings suggest that the organizer technique does not help compensate for processing deficits related to information overload or distracting study conditions.…

The usefulness of the Learning Efficency Test (LET), an approach to assessing the learning efficiency and short-term memory recall capacity in children, is described via a case study demonstrating the test's use to develop instructional strategies. (CL)

This article provides an overview of how people learn and strategies that can be taught to individuals to improve their levels of academic achievement. Several examples from recent case studies illustrate cognitive controls and profiles as well as the procedures and materials employed in augmentation and transfer training. (MT)

Semantic processing, the form of stories linking to-be-remembered words, was compared with cumulative rehearsal in a free-recall task for 60 educable mentally retarded adolescents. Semantic-processing Ss showed better recall at original learning and, to a lesser extent, at a 2-week retention test. (Author/CL)

This study examines the utility of an elaboration hypothesis as a means of predicting the recall of major ideas from text through the manipulation of paragraphs and via the use of inserted questions requiring different levels of elaboration. (PN)

Past research has distinguished between two alternative representational systems that are used in perceptual learning--distinctive features and schemas. This study examines the influence of short-term memory on the initial utility of these systems and the influence of long-term memory on retention of these forms of learning. (Editor)