Three experiments are described in which the qualitative nature of memorial processing was manipulated at both input (encoding) and output (retrieval). As in earlier research, it was found that retention levels were highest when the same type of information was used as a retrieval cue. Concludes that the notions of encoding specificity and depth…

Two experiments investigated the effects of a prior-cuing procedure on retention after short intervals. Results indicated that both latency of correct recall and category recall are facilitated by a cue statement administered prior to the recall test. Results are also discussed in relation to spreading-activation models of memory processing.…

Organization theory emphasizes groupings of items on the basis of a variety of characteristics, and the role of the learner as an active processor or encoder of information. Research on organization theory as it is applied to memory and recall of prose is reviewed here. (BW)

The Embellishment score on the Memory-For-Designs Test (MFD) may be a useful predictor of confabulation. Male (N=16) patients who were judged by staff to be habitual confabulators embellished their drawings on the MFD twice as frequently as a group of 16 patients of similar age (40-80) and diagnosis judged to be nonconfabulators. (Author)

Examined the effect of monetary incentives on word list memory. Subjects were 72 children from grades 4, 6, and 8. (BD)

Although Tzeng (1973) and Bjork and Whitten (1974) have obtained positive recency effects in free recall using a procedure designed to eliminate any component of short-term storage, their procedures may not have truly cleared short-term storage. This experiment attempts to find whether positive recency would be obtained in a situation without any…

Experiments are described in which students listened to messages describing the placements of numbers in imaginable matrices. Recall was tested by having students write in the correct cells of a blank matrix. Results appear consistent with a modified level of processing approach. (Author/RM)

This experiment investigated age differences in memory performance and the extent to which rehearsal techniques contribute to these differences. Second and sixth grade children were trained in a variety of rehearsal techniques in an overt-rehearsal free recall task. (Author/SB)

In this study, third and sixth graders were tested in a recognition memory task with short lists of items from either one or two categories to investigate the influence of categorical information on retrieval processes. (Author/SB)

Concludes that the significant difference found between responses made to displayed drawings and those made to models suggests that, independently of the complexity of stimulus, encoding will not influence responses if the very economical process of simple coding can be used. (Author/AM)

The relative effectiveness of semantic and structural retrieval cues was examined in men of three age groups: Group 1 (aged 20-39), Group 2 (aged 40-59), and Group 3 (aged 60-80). (Author/JMB)

Kindergarten and third grade subjects were timed while they verified sentences that paired animal names and properties varying in saliency and type of meaning. Results showed kindergarteners to be as adept as third graders in retrieving functional meaning that was highly salient and dynamic. (Author/JMB)

This study examined mental age differences in the ability of educable retarded children to predict their recognition accuracy when recall failed. Results are discussed in terms of the complexity of the metamemory judgment required. (Author/JMB)

Three experiments are reported on behavioral inference in children of 3 to 5 years of age. In each experiment the children learned two separate sequences of behavior which they were required to put together in the final test stage in order to obtain a reward. (MS)