Most studies of memory emphasize the direct encoding of physical stimuli. In contrast, this research investigates memory for the internal stimuli that are generated during processing of a presented stimulus. (Editor)

Craik and Lockhart's (1972) levels-of-processing theory has spurred new interest in semantic processing as a factor in memory, particularly with regard to free recall following incidental learning. However, their formulation lacks a clear description of the operations and structures involved in semantic processing. This research outlines a…

Three experiments were conducted to investigate whether semantic information presented to the unattended ear in a dichotic listening experiment has a memory effect after 30 seconds. (Editor)

Reviews what is known about the neurobiology of learning and then considers the future. Augments the neurobiological analysis with a series of implications and reservations about their use and the social factors in their use which may interact with them. (Editor/RK)

Differences in performance were examined for 3- and 7-year-old and adult age groups on 2- or 4-alternative forced-choice recognition tests following presentation of either 300 or 600 picture stimuli. Clear developmental differences in performance were obtained. (Author/JMB)

Three experiments were conducted to determine processes underlying age differences in the level of recall in a memory-span task. Five-year-olds recalled fewer items than adults in memory-span tasks involving both familiar and unfamiliar faces, even though the use of rehearsal and recoding strategies was minimized for adults. (MS)

Four experiments dealt with integration of semantic information while reading. Reading and comprehension time of two related sentences in a text was analyzed according to their proximity and relation within the text. A model of textual comprehension is proposed. (CHK)

Many theories of memory assume memory representations are abstract and exclude specific lexical information. Results of three experiments in this study suggest lexical information is present and persists in memory representations of meaning. A word-based theory of memory should be preferred over available theoretical alternatives. (CHK)

This study tested predictions from Clark and Haviland's formalization of what people do when integrating information. Subjects were presented with simple sentences issued from a set of complex ideas, and asked to reconstruct the complete ideas. Results support predictions based on a recoding strategy formalized by Clark and Haviland. (CHK)

Subjects learned meanings for 16 invented words and practiced categorizing each word according to its meaning. Each word appeared consistently in either script or uppercase type. Subsequently subjects categorized words in both versions; at first, categorization was slower for unfamiliar versions. Subjects relied on both configuration information…

The present study was designed to explore what subjects can and will do spontaneously in memory retrieval situations. Subjects were kindergarten, third grade and college students. (SB)

A conceptualization of intentional behavior is presented stressing the problem of diagnosis. Methodological requirements for the study of intentional memory development are used in a selective review of the literature. (MS)

Examines the familiar serial to derived paired-associates transfer task in the light of expectations about the amount of positive transfer it should produce. Suggests, contrary to long-standing assumptions, that this paradigm cannot be expected to yield more than relatively moderate degrees of transfer because the utilization of response-produced…

This study examined correlations between hard (low-associate) and easy (high-associate) verbal paired associates and episodic and semantic memory in a mixed clinical sample of 91 male veterans. The study concludes that hard paired-associate learning should not be presumed to measure episodic memory selectively. (SLD)

Examines the nature of language, memory, and reading skills of bilingual Portuguese-Canadian students and determines the relationship between reading problems in English and reading problems in Portuguese. Finds that the majority (67%) showed at least an average proficiency in both languages. Suggests that bilingualism does not have negative…