The neurochemistry and physiology of memory and learning should be relevant to classroom techniques and methods of study. Findings should be examined to discover where positive and negative cross-correlated effects might occur between basic science information and educational methods. (MLW)

Skilled and less skilled beginning readers (n=54) were taught to read and define 10 printed pseudowords. Post-tests revealed that experimentals retaining spellings in memory as orthographic images remembered spellings better than controls who received comparable training without the memory component. (PN)

When subjects learned paired associates that, on the study trials, consisted of a stimulus (cue) and its correct (target) response plus two other (distractor) responses from within the list, the presence of the distractor items interfered with learning, especially when overtly pronounced as opposed to silently studied. (Editor)

Article attempted to show that new findings are emerging that may bring the study of probability learning closer to the mainstream of research on human memory and information processing. (Author/RK)

The present experiment uses a variation of the repeti design of Hebb (1961) to ask the question of the fate of individual items in the Brown-Peterson task at a time when, if interference does indeed dissipate, the old items that produce interference should no longer be available to compete with new items. (Author)

Fifth graders were asked to learn 32 syntactically varied semantically unrelated sentences containing combinations of agentive, objective, and instrumental case relations. Results were discussed in terms of ways to store sentences. (ST)

This study examined those characteristics of a sequence to which children respond when they are presented with partially learnable sequences followed by a series of trials on which all responses are correct. (Author/RK)

Report from the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the United States Office of Education, Department of Health, Education, and Welfare. (VM)

The Ranschburg phenomenon is a process of memory interference caused by confounding of similar elements in discretely learned materials. (RS)

An account of the attempts of Yale psychologist Endel Tulving to identify basic processes of how information enters the mind, how it is retained, and how it can be recalled. Test examples given. (LK)