Presents four studies which examined the ability of kindergarten and second-grade children to regenerate the order of events expressed in narrative sequences using recognition, reconstruction, and recall as the response modes. (Author/ED)

This study was designed to analyze developmental differences in the rehearsal strategies of 60 subjects of three age groups. Data revealed significant age differences in recall. Fifth and eighth graders tended to repeat stimulus words immediately after presentation while adults tended to reenter items for additional rehearsal. (LLK)

Prediction is essential for reading for the following four reasons: words have too many meanings, spellings are confusing, visual information processing of brain, and the capacity of short term memory are limited. (JH)

Several computer simulation models of memory represent human knowledge in terms of labeled networks of interconnected ideas. This article attempted to learn in such models how these networks are searched to retrieve relevant information. (Author/RK)

Tulving's encoding specificity principle was examined in two experiments. The main comparison concerned the relationship between the retrieval cue or recognition context and input cue. (Editor)

Reviews recent research on simultaneous interpretation and discusses a psycholinguistic model as one way of describing certain aspects of the interpreter's on-the-job performance. (AM)

Three experiments with children between 5 and 7 years are described. It is shown that nominal predication of an unknown word by a superordinate term enables young children to make appropriate inferences concerning its attributes. The results are discussed in relation to semantic development and reasoning in the young child. (Author/RM)

Describes three experiments which investigated memory for items and order in a progressive elaboration paired-associates task. Subjects were kindergarteners, second and fourth graders. Experiments I and II indicated an age effect on order retention which was overcome through instruction in Experiment III. (JMB)

Experiments were done for comprehension and recall using short English texts with a controlled number of words and propositions but differing in the number of word concepts in the text base. Reading time was longer and recall less for texts with more word concepts. (SC)

Research supported by a Public Health Service Fellowship (5TL MH-6668-06) from the National Institute of Mental Health.

A study was conducted to demonstrate the value of a mnemonic strategy in remembering information from prose passages and to assess processing differences associated with three variations of the mnemonic strategy. The subjects were 220 eighth grade students who read four short fictional biographies and answered recall questions that were either…