This study examined how people use inferences to aid comprehension of connected discourse. (Author/RM)

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)

Studies the effect the degree of alliteration has on verbal learning, using four degrees of alliteration and three retention intervals. (MB)

Using a stimulated-recall technique, this study attempted to describe what elementary school students were thinking about during a classroom learning situation, and to relate the students' descriptions of their thoughts to their achievement and attitudes. (MP)

Tenth-grade students (n=144) received training on one of three processing methods: coding-mapping (simultaneous), coding only, or decision tree (sequential). The induced simultaneous processing strategy worked optimally under rule learning, while the sequential strategy was difficult to induce and/or not optimal for rule-learning operations.…

In four experiments, college students were presented with lists of either Armenian or English letters on a tachistoscope. The data indicate that extensive practice may be a necessary condition for capacity-free processing but may not be a necessary condition for involuntary processing. (Author/RD)

Development of an information processing model provided concepts for analyzing test anxiety. Results implied that worry reported by high test-anxious students is due to inadequate knowledge of subject matter rather than a personality characteristic. Programs emphasizing learning strategies and coping techniques are urged. (CE)

Described is a technique for determining whether a student can conserve matter. This technique utilizes a square-triangle problem. Included are typical answers and Piagetian-type explanations for such answers. (DS)

An investigation of adult reasoning processes revealed that the more relevant the cognitive task was to the developmental task of the learner, the better the performance was likely to be. (JD)

Several different conceptions of the relationship between learning and development are considered in this article. It is argued that dialectical and ecological developmental orientations might provide a useful basis for synthesizing the contrasting frameworks of the operant, information processing, learning theory, and knowledge acquisition…

Presents evidence of differences in brain function lateralization between Japanese-speakers and speakers of Indo-European languages, and suggests that current conceptualizations of brain function specialization are not adequate. (AM)

Trace strength was examined as a function of single and spaced-multiple encodings within and across the orthographic, acoustic, and semantic domains. Recall results revealed that multiple encodings yielded additive or greater than additive retention effects while the recognition accuracy results revealed additive or less than additive effects.…