Paper presented at the 17th International Congress of Applied Psychology, Liege, Belgium, July 1971. (DD)

Research supported by a grant from the National Institute of Mental Health. (VM)

In a part/whole free-recall paradigm, whole-list learning was examined as a function of the degree of part-list organization and the extent to which it was maintained. (Author)

The present experiment was designed to evaluate the effects of type of similarity during a matching process for visually presented stimuli with obvious auditory properties (letters of the alphabet). (Author)

The retention of semantic, surface grammatical, and lexical information obtained from reading prose passages was tested after four time intervals, ranging from just after reading to one week later. (Editor)

Experiment attempts to manipulate experimentally the degree of control present in children four years of age. (Author)

Study was carried out to examine the feasibility of identifying by a short test whether or not any particular profoundly deaf school child uses a speech code in short-term memory for verbal material. (Author)

Results showed that naming latency, for both letters and words, is sensitive to the number of items in the preceding list and also to the serial location of the probe item in the list. (Author)

It was concluded that pictures are encoded differently depending on task expectation. Parallel access of visual and semantic memory codes occurs; but when recognition is expected, a visual cue provides faster access, and when expecting recall, verbal access is more efficient. (Author)

Results indicate that Ss expectancy for a given test stimulus probability, has its effect on the encoding or decision stage of the memory-scanning process. (Authors)

Study based on a master's thesis submitted by L. Gartman to Ohio State University. (VM)

Presents research which shows that under standardized conditions of free recall, subjects report arguments more consistent with their attitudes than inconsistent. (MB)

The differences among children, adolescents, and adults with respect to concept formation and learning processes and speed are discussed. (CK)