The Bransford and Franks paradigm for the study of semantic integration is called into question. Three experiments are described that test the hypothesis that this paradigm produces its results by creating confusion and interference. The results call for continued search for a paradigm relative to the study of integration. (AMH)

A description of four experiments confirming the theory that recall of a given item from a semantically categorized list is impaired by the presence of other items from this same category. This inhibitory effect of part-set "cuing" is interpreted here as a cue-overload effect. Selected references are included. (AMH)

The introduction of laboratory computers has facilitated investigation of quantitative theories in the investigation of memory. Data from a recent qualitative study was used to test two quantitative theories. The strength-resistance theory fitted the data quantitatively without significant deviations. Statistical tables and references are…

Two case reports illustrate the application of mnemonic techniques for the remediation of memory problems common to brain-damaged patients. A clinical paradigm for such work that includes general and specific assessment, laboratory evaluation of intervention strategies, and finally actual application is described. (Editor/RK)

The assumption that recall and recognition involve different processes has been attacked and defended in recent years on both theoretical and empirical grounds. This research extends the notion that retrieval processes are operative in recognition as well as in free recall of individual words. (Editor/RK)

These experiments consider similarities and differences between classifications of pictorial and verbal stimuli in order to investigate whether the kinds of information used differ depending on the stimulus class. Three hypotheses regarding the information used in picture and word classification were evaluated. (Author/RK)

This research attempts to determine whether integration of information occurs when the information is presented partly in the verbal modality and partly in the pictorial modality; in other words, does cross-modality integration occur? (Author/RK)

This research examines how pictures differ from sentences on important memory dimensions, with specific reference to Bransford and Franks (1971). (Author/RK)

Inference and response bias effects in recall from short-term memory were tested in six memory and pseudomemory experiments. Factors known to influence the Ranschburg effect--reduced recall of repeated items--were manipulated in memory and in pseudomemory conditions permitting no specific item retention. (Editor)

Discusses the superiority of information processing (IP) theory to stimulus-response theory, specifically in terms of language comprehension, language production, and the role of memory. (KM)

This experiment examines extended learning over a 4-day period in infants exposed to responsive and unresponsive wooden mobiles. Frequency of kicks and attention to the mobile increased over the first three days and was found to vary with the introduction of a novel mobile on day four. (GO)

The ability of first and third graders to evaluate their recall performance was assessed. Subjects' accuracy in assessing their recall after the fact was contrasted with indications that children are poor predictors of their recall performance. (GO)

Examined the use of rehearsal strategies by deaf and normal children. (BD)

Three experiments investigated the nature of false recognition errors made after incidental learning that required acoustic or semantic analysis. (Editor)

Congenitally deaf Ss (college-bound seniors) were compared with normal-hearing Ss on short-term retention accuracy and correct response latency. (Author)