Working from previous findings that learning of paired nouns improves when the nouns are joined by a verb rather than a preposition, and by a preposition rather than a conjunction, the present study investigates the factors influencing this form-class effect and offers an explanation in terms of transformational grammar. (Author/FWB)

Two experiments on unaided and cued recall of sentences presented in context to college students are reported in this study. Key nouns in the sentences were arranged to have uniform surface functions, but to vary independently in deep syntactic category and semantic function. Cued recall for sentences in which the semantic function of actor and…

The effects of three types of pretraining in the use of syntactical verbal mediators on subsequent paired-associate performance were investigated. Subjects were 40 Negro and 40 white first graders randomly assigned to one of four groups. Condition 1 consisted of pretraining in both "mediation" instruction (experimenter gave subjects a sentence…

Study investigated the effects of task difficulty on the paired-associate learning of retardates when extended elaboration conditions are employed. (Authors)