In four experiments, evidence was found for a complex psychological representation of musical pitch. The perception of music depends not only on psychoacoustic properties of the tones, but also on processes that relate the tones to one another through contact with a well-defined and complex psychological representation of musical pitch. (Author/RD)

Attempts to validate the basic constructs of a theory of cognitive switching developed from human performance literature and signaled stopping research. Presents data which display behavioral traces of the ways people organize television news into their information-processing system. (JMF)

Discusses the scope of information science, problems involved, and the areas of research needed for development. In particular, the processes occurring in thinking, memory, and knowledge are considered as they arise in the production and receipt of information. (Author/RAA)

Three groups of boys, aged 6, 9, and 12 years, performed a positioning task with retention intervals of 10 and 30 seconds and visual-plus-kinesthetic or kinesthetic-only cues. Developmental differences were evidenced between the six-year-olds and older boys but not between the two older groups. (Author/SJL)

The study investigated the effects of modality preference, mode of instruction, and verbal feedback on immediate and delayed recall of new words in 72 elementary age learning disabled students. (Author/PHR)

It is paradoxical that analog tasks are used in learning and memory studies of aging when older groups are less responsive or may terminate participation when faced with what they believe are meaningless stimuli or trivial tasks. Research with meaningful prose materials is recommended. (Author/BEF)

Employs a clinical interview methodology to examine some of the creative thinking strategies commonly used by children in elementary school grades. Results suggest that children use several strategies on creativity tasks. (RH)

Two experiments are described that examined the influence of time-of-day of presentation on immediate and delayed retention and its potential effects on retrieval from long-term memory. Time of presentation was found to influence both immediate and delayed (28 day) retention, but not retrieval from long-term memory. (Author/SJL)

Two experiments were designed to determine the effects of multiple-choice recognition test alternatives on subsequent memory for the correct answers. Results of both experiments are interpreted as demonstrations of the principle that long-term retention is facilitated such that memory evaluation occurs during initial recognition tests. (Author/RD)

A mediation versus production deficiency in memory processing was examined by testing the effect of instructions for rehearsal on performance of 128 average and disabled readers in grades 2 and 5. A second study examined effects of covert rehearsal on the memory of 64 average and disabled readers in grade 2 over trials. (Author/PHR)

Subjects with eidetic imagery showed significantly more accurate recall of the stimulus pictures thereby supporting the importance of eidetic imagery as an early mnemonic system. (Author/DB)

Reber found that subjects given neutral instructions to memorize letter strings from a synthetic language learned more about the underlying grammar than those instructed to try discovering the rules for letter order. Two experiments explored the relationship between implicit and explicit processes in the acquisition of complex knowledge.…

Efficacy in working with recollection can be increased by understanding reminiscence. Informative reminiscence involves recollection for the pleasure of reliving and retelling. Evaluative reminiscence has a more favorable resolution when it ranges over the lifetime and is shared. Obsessive reminiscence may result from guilt, stress or grief.…

No age difference was observed on the temporal task, but older adults performed worse on the spatial task. Results indicate normal aging is not associated with poor encoding or retention of all types of information, but affects retention of some information often assumed to be encoded automatically. (Author)

Text-learning strategies may help students to: (1) focus attention on key concepts; (2) organize information for storage and retrieval; and (3) integrate new information with existing, related knowledge. Since these strategies can provide learning contexts that stimulate attentional and organizational processes, their use with older adult students…