In two experiments, subjects verified 15 bird and 15 tool names on a list coming under either the category bird/tool (second hierarchical level [L2] of verification) or the category animate/inanimate (fourth hierarchical level [L4] verification). Subjects recalled fewer words following the L4 than the L2 verification. (Author/RM)

Two experiments are reported to investigate the theory that since auditory sensory memory is used to store memory information, concurrent auditory stimulation should destroy memory information and thus reduce recall performance. (Author/RM)

Three experiments are reported investigating the relationship between response recall and the spacing of repetitions as a function of the retention interval. The results of the experiments support the theory which emphasizes the nature of the cues available for retrieval. (Author/RM)

Young children's thinking is subject to constraints which interfere with instruction, and a developmental approach may be useful in minimizing the detrimental effects of these constraints. The approach is particularly beneficial to handicapped children, those who require remedial work, and adults with inadequate working memory for the specific…

Three experiments are reported introducing variations in testing mode and cuing context into the general procedures used to demonstrate recognition failure of recallable words. The study concludes that recognition failure phenomena represent a special class of context effects. (Editor/RK)

The use of directive cues to facilitate recall and clustering of verbal materials in good and poor readers is investigated. Overall results indicate strong and positive effects of directive cues on the subjects' recall and organization of memory, and indicate that poor readers are unadaptive learners who appear to have a performance deficit,…

No difference was found in recall of nonverbal stimuli between normal and learning disabled readers, suggesting that primary reading deficits in learning disabled children are related to verbal encoding deficiencies (visual-verbal integration) and not to deficiencies of visual memory, as suggested by the perceptual deficit hypothesis. (Author/GDC)

This examination of retrieval interference in memory theories argues that relevant world knowledge can reduce interference by integrating factors learned about a concept. Three recognition experiments were conducted and two hypotheses were considered to account for the results: human associative memory and script analysis. (Author/RD)

The ability to select suitable retrieval cues and the main ideas of prose passages was examined in fifth through twelfth graders and in college students. (Author/JMB)

Twenty-eight kindergarten children (5-6 years old) were tested in order to identify children with learning disabilities and to compare tests results. (Author)

A training program was conducted to improve the generalized mnemonic performance (memory) of a Down's Syndrome child (six years old). (Author)

The relationship between the depth to which a word is initially processed and its eventual probability of being recognized was investigated with amnesiac (alcoholic Korsakoff) patients. (Editor)

In a replication and extension of earlier studies by Hermelin and O'Connor, language recoding abilities in autistic, retarded, and normal children, matched for mental age and digit span, were compared in a verbal recall task. Results suggest that any handicaps in task performance by autistic children may be developmental. (Editor/RK)

Examines critically the most complete theory of the encoding processes involved in learning (Craik & Lockhart, 1972; Craik, 1973; Craik & Tulving, 1975), and puts forward some suggestions about the processes involved in retrieval. (Author)