This study investigates performance differences between reflective and impulsive subjects on a recognition memory task. Results indicate that verbal recognition memory is sensitive to both cognitive style and presentation mode. (JMF)

This study sought to determine whether differences in cognitive style would be reflected in the quantity of information available in memory. In order to obviate the criticism that differences between impulsive and reflective subjects might be a function of exhaustiveness of search, stimuli were presented for a restricted period. (Author)

To determine the extent of students' confidence-judgment accuracy (CJA) and the relationship of this memory-monitoring ability to overall test performance, undergraduates in a psychology course supplied confidence-judgments along with their answers on multiple-choice test items. CJA correlated positively with test performance. (Editor/SJL)

Kindergarteners and second-graders were shown pairs of pictures, one picture at a time, and asked to name each picture as rapidly and as accurately as possible. Pictures pairs were of four types which reflected the factorial combination of associative relatedness (high and low) with categorial relatedness (high and low). (SB)

The major results partially confirm the hypothesis of a reciprocal relationship between the experience of learning to read and the cognitive-linguistic skills which undergo development between the ages of five and seven. (RC)

Subjects read a passage and were questioned about the location or content of certain items in the passage. Performance was measured by monitoring response latencies and eye fixations. Apparently the locative information provides an index to the spatial distribution of sentences in the passage. (Author/RC)

An attempt was undertaken to demonstrate a relationship between earliest memories and a perception of significant future events. Relevance here was in the role that early memories play in the theoretical bases and treatment processes of all dynamically oriented therapies. (Author/RK)

Investigates the nature of the rhythmic process mediating multiple retention deficits in rats, i.e., whether it was induced by a training procedure or based on a pre-existing physiological rhythm. Also concerns the mechanism of the rhythm's effect on retention performance, whether it affects performance factors per se or the retrieval of prior…

Tests the theory that culturally associated words in a pair and nonassociated words in a pair differ after a single study trial in terms of their frequency representation in memory. (Editor/RK)

To determine whether perceptual asymmetries for faces occur at early or late stages of stimulus analysis, subjects compared the members of a pair of faces which appeared in the right or left visual field, either to each other or to a previously presented sample. (Editor)

If intentional forgetting is to be understood, research must focus on the specification of exactly how memory search and decision processes are altered when a subject is instructed to forget. This research addresses that problem. (Author/RK)

Addresses three specific problems in children's noun-pair learning: (a) the storage versus retrieval locus of the presentation-mode effect; (b) the storage versus retrieval locus of elaboration effects; and (c) assessment of the effects of congruence on elaborative facilitation. (Editor)

It is a common assumption that memories consist of sets of interrelated features of attributes. Rigorous and direct investigation of the functional properties of these sets has been relatively neglected. Questions whether the interrelationships of different components are reflexive or asymmetric and how components interact when more than one is…

A battery of 28 individually administered tests, comprised of measures derived from the work of Piaget, of simple and complex learning, of language, short-term memory, long-term memory and intelligence were given to 210 children aged 5 to 6 during their first year of schooling. (Editor)