A computational model of the neural substrates of elementary associate learning is developed. It is used to demonstrate that several higher order features of classical conditioning could be elaborations of the known cellular mechanisms for simple associative learning. (Author/LMO)

Suggests that even the youngest children use systematic strategies in ordering the elements of a story based on causal and temporal relationships. (FL)

An investigation of the effects of passive and active rehearsal on developmental processing differences for movement reproduction indicated that active and mature rehearsal had positive results for the younger child. A discussion of the three methods of rehearsal that were used is included. (Author/DF)

These experiments seek evidence for the existence, the operation, and the extent of influence of one type of code--a verbal, linguistic, semantic, name code--on memory. As well, they bring a new stimulus dimension, color, to this kind of test in a manner that would allow identification of individual variation in the use of different verbal labels…

In three experiments, a procedure was developed to examine the influence of the unattended line on memory for the words in attended lines in selective reading. (Author/KM)

The purpose of this paper is to distinguish several different ways in which phonemic information might be employed in spelling, to examine some empirical data on the consequences of using these different information sources, to formulate hypotheses about the underlying processes involved, and to suggest possible implications for the learning and…

Examines the relationship between sentence meaning and paired-associate recall. (AG)

In two experiments, instruction in a hierarchical summarization study strategy focusing on the organization of ideas in a text was compared with the procedure of answering questions after reading. Fifth-grade student comprehension and memory were enhanced but were found to be affected by mastery of the strategy. (Author/CM)

A significant two-way input modality by output modality interaction suggested that short term memory capacity among the groups differed as a function of the modality used to present the items in combination with the output response required. (Author/CL)

This study examined recall and recognition memory for two types of lists: (1) random words; and (2) words related to a "script" about a daily activity, such as eating lunch. Results indicated that the organization of words to be learned determines emergent memory structures which affect recall and recognition performances. (Author/SJL)

The idea was explored that different subjects may use qualitatively different encoding strategies with the same information presented within the same experimental situation. The premise was also studied that different strategies may be evoked by subtle differences in advance instructions or in the context of the task. (Author/MH)