Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect…

We examined whether 2 types of interpolated tasks (i.e., retrieval-practice via free recall or guessing a missing critical item) improved final recognition for related and unrelated word lists relative to restudying or completing a filler task. Both retrieval-practice and guessing tasks improved correct recognition relative to restudy and filler…

Behavioral evidence concerning memory in forms of high-functioning autism (HFA) and in moderately low-functioning autism (M-LFA) is reviewed and compared. Findings on M-LFA are sparse. However, it is provisionally concluded that memory profiles in HFA and M-LFA (relative to ability-matched controls) are similar but that declarative memory…

IN A PAIRED-ASSOCIATE LEARNING EXPERIMENT, THE SUBJECT'S OWN VOICE AND THEN THAT OF ANOTHER WERE HEARD TO TEST THE EFFECTIVENESS OF RECALL OF BOTH PRESENTATIONS. HALF OF THE WORDS FROM EACH VOICE WAS PRESENTED BY AIR-CONDUCTED SOUND TO EARPHONES AND HALF BY OCCLUDED BONE CONDUCTION. THE ORDER OF PRESENTATION OF VOICES, WORD-PAIR HALF-BLOCKS, AND…

Examined young children's abilities to recall pairs of categorically related and unrelated items. Forty children participated in the Recall of Item Pairs Task. Results show that young children use gender role categories to organize and facilitate aspects of their recall. (GR)

An examination of models which have been employed in making predictions about the interference effect is made. It is pointed out that investigators mainly have relied upon the paired-associate model borrowed from classical studies in the field of verbal learning. This basic paradigm, represented as A-B, A-C, A-B, has produced fairly consistent…

Findings showed that the different conditions of acquisition produce equivalent long-term retention. (Author/MB)

Study suggests that, rather than being less able to organize information, young children simply organize according to different criteria than adults. (Authors)