Explored how much people remember from their conversations. Found that even after only five minutes subjects were able to recollect only about 10 percent of what was said. Also found that recall was affected by the mode of recall (written vs. oral) and the presence and type of memory goals. (PD)

This study was concerned with assessing knowledge of concept interrelationships. Comparisons were made between performance on the concept comparison task (making a comparative judgment in the form of a rating on each pair of a set of concept labels) and essay test performance. (Author/PN)

Seven experiments were performed to address three issues: prose decisions of different levels of difficulty, directed attention effect, and the effects of decisions on memorability of prose among relatively good and relatively poor readers. (Author/PN)

Twenty-nine reports yielding 112 studies were analyzed with Glass's meta-analysis technique, and results were compared with predictions from Ausubel's model of assimilative learning. Overall, advance organizers were shown to be associated with increased learning and retention of material to be learned. (Author)

After six weeks of testing college algebra students (n=84) either on recall or recognition tests, the test modes were changed without warning. Results showed that performance suffered when the test mode was changed for students anticipating a recognition test. Students anticipating a recall test did equally well in both test modes. (Author/PN)

Skilled and less skilled beginning readers (n=54) were taught to read and define 10 printed pseudowords. Post-tests revealed that experimentals retaining spellings in memory as orthographic images remembered spellings better than controls who received comparable training without the memory component. (PN)

The performance of two groups of elementary school children on a modified cloze test under two different conditions demonstrated that lexical information was retained in memory, thus supporting the claim that lexical information persists in memory representations of meaning. Includes extensive tables of data. (FL)

Tested the idea that exposure to television people could affect children's judgments of a real person introduced after watching television. Found that television can prime traits and provide a frame of reference for use in encoding new information about people. (PD)

The present study was designed to investigate the effects of stimulus presentation rate on recall and primacy-recency effects in children. Results indicated that the traditional interpretation of the primacy effect as reflecting long-term memory store may not be valid. (Author/SB)

College students were randomly assigned to seven note-taking and review conditions in order to determine the relative importance of the functions of encoding and either an externally provided or a personally produced memory device. (Editor)

A mnemonic procedure, a method of loci, was used with men and women over 60 years old in two studies of free recall. The learners take a mental trip through their residences stopping in order at 16 places. Experimental subjects were able to master the mnemonic and apply it effectively. (Author)

Describes an experiment to test two assumptions concerning what is stored in the memory with regard to sentence structure: (1) that the linear effect observed is based on a tally model rather than on an integrationist mechanism; (2) that this linear effect is not uniquely the result of a mechanism operating at comprehension. (CLK)

Reports on an experiment in which performance on abstract and concrete sentences was compared in a sentence meaning classification task and in a free recall task. Results show that concrete sentences were classified significantly faster than abstract ones. (CLK)

Deals with memory for lists of items. The literature is briefly reviewed, and the main difficulties for traditional explanations of serial order effects are noted. (RK)

When subjects learned paired associates that, on the study trials, consisted of a stimulus (cue) and its correct (target) response plus two other (distractor) responses from within the list, the presence of the distractor items interfered with learning, especially when overtly pronounced as opposed to silently studied. (Editor)