It was hypothesized that if the episodic structure of a story determines subjects' organization of that story in memory, then variation in structure should affect the organization of information in recall. (Author/NCR)

Attempts to relate the spelling errors of secondary school students to visual and auditory sequential memory, intelligence, reading, and writing speed. The relation of spelling ability to the frequency and regularity of words is also examined. (Author/RK)

Considers the definition of learning as usefully applied to lower animals in instances of trained food-aversion behavior as a viable instance of associative learning. (SL)

Nelson, Brooks, and Wheeler (1975) found that interference effects produced by physical similarity among word stimuli in paired associates result from the disruption of contact with the functional stimulus and that interference with associative retrieval is minimal. Data in this research challenge their conclusion on several grounds. (Author/RK)

Two experiments examining the effects of providing appropriate frameworks for comprehending ambiguous sections of prose were conducted with 143 children from second through seventh grade. (Author/JMB)

A description of a series of six experiments dealing with human memory processes. They examined the types of codes generated in maintenance rehearsal and the effects of rehearsal time at various single levels of encoding. Data confirmed earlier findings and led to conclusions regarding repetition, encoding and levels of processing. (AMH)

This experiment examined the spoken serial recall by adults and second grade children of aurally presented lists of digits, synthetic stop consonants, and synthetic vowels. (SB)

This study found that the three variables, suggestion, synchronized music and breathing, had a large positive effect on the learning and retention of 50 Spanish words. Available from: Society for Suggestive-Accelerative Learning and Teaching, 2740 Richmond Avenue, Des Moines, Iowa 50319. (CFM)

Noun pairs were learned by younger and older adults. Anticipation and presentation intervals were manipulated, and there were no-imagery, experimenter-provided imagery, and self-generated imagery instructions. Older subjects generated and used imagery with the same facility as younger subjects, although retrieval time was longer. (GO)

The time course of the spread of activation in lexical memory was studied using naming latency as the measure of activation in a variable-duration priming paradigm. (Editor)

The hypothesis that letters can be matched on the basis of tactual physical features was tested in three experiments with blind Braille-reading children. (Editor)

Investigated were the abilities of 98 educable mentally retarded adolescents to encode and retrieve words using semantic and acoustic cues in a free and cued recall task. Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. (CL)

This research investigates the role of speech recoding, particularly its relationship to meaning analysis during reading. Experiment I documents a speech processing conflict; Experiment II analyzes this conflict; and Experiment III demonstrates contributions of speech and meaning processes to reading memory. Results are related to three classes of…

The relation between the amount of free study time needed to prepare for a perfect serial recitation and the number of words in the list was determined for individual subjects. List organization, controlled by experimenter or by subject, failed to affect difficulty. (CHK)

Two recognition memory experiments were used to study the retention of language and modality of input. A bilingual list of American Sign Language signs and English words was presented to two deaf and two hearing groups, one instructed to remember mode of input, and one hearing group. Findings are analyzed. (CHK)