The study is concerned with auditory versus visual presentation of several kinds of verbal materials: (1) word pairs; (2) sentences; and (3) prose passages. Ninety-six fourth and sixth graders from a predominantly white, middle class suburban area served as subjects. Major hypotheses included: (1) a mode-by-materials interaction would exist such…

The present experiment investigated memory attribute dominance in young children by measuring false recognition responses to associatively and acoustically related words. Second- and sixth-grade children, half of whom were high SES and half low SES, served as subjects. Following Underwood (1969), a shift from acoustic to associative memory…

The hypothesis that either familiarization or the association of items to context produces the crossover effect in whole-part learning was tested. The crossover effect refers to the eventual negative information transfer that occurs at the end of second-list learning. Results were interpreted in terms of a stage model of learning. (Editor/RK)

Two sets of tasks designed to measure operational thinking and the problem-finding skill of asking general questions were administered to 7-, 9-, and 11-year-old children. Analyses performed on the quality of the children's questions revealed developmental trends consistent with earlier work on problem finding. (Author/JMB)

Endel Tulving's distinction between "episodic" and "semantic" memory defines age differences in word association norms more comprehensively than the usual syntactic classifications. As subjects mature the principal development is an episodic-semantic shift. Young children associate primarily with the stimulus' perceived…

Presents a study which monitored the association of color with music in 1256 subjects aged 3 to 78 years. The data show consistent color associations across generations and music samples. Concludes that color associations with music are not the result of experiential conditioning, but may be the result of a kind of sensory processing of music.…

Research supported by grants from the National Science Foundation, National Institute of Child Health and Human Development, University of Minnesota, and National Research Council of Canada. (DS)

Evaluation of two components of transfer--response learning and associative learning--was accomplished by comparing the recall method with the multiple-choice method. (Author/CB)

Results suggested that: cue encoding leads to greater associative recall; there was no difference in likelihood of associative recall between items encoded in a stable manner and items encoded in an unstable manner; and encouraging to encode cues did not facilitate associative recall. (Authors)

Results are consistent with the assumption that subjects do not change functional stimuli because of the negative transfer produced by learning different responses to the same nominal stimuli. (Authors/CB)

Critically analyzes explanations of reading difficulty and research methods used to investigate reading difficulty. (Author)

Method of presenting new words to kindergarteners made a difference in the learning of boys but not a significant difference for girls. (Editor)

Effect of instructional conditions on the nature of memory errors was studied using a false recognition procedure. (Authors)

Based, in part, on a PhD Dissertation at the University of Oregon under Melton C. Martinson. (RJ)