An experiment is reported in which attention to one channel of a dichotic presentation was controlled by requiring S to memorize the list of verbal items presented over that channel. (Author)

Fifty-seven learning disabled or emotionally disturbed students, 8- to 12-years-old, IQ, 80-129, were given a visual and an auditory memory test to obtain reliability data on the two tests, and to determine the relationship of the tests to the children's reading and listening behavior. (MC)

Research based on author's master thesis and supported by funds from the National Science Foundation. (DS)

Two experiments were performed to investigate the effects of noise-induced arousal on immediate recall of visually presented paired-associate adjectives. (Authors)

Results of three experiments provided no substantial evidence of selective encoding. (Authors/MB)

Seventeen reading readiness variables appraising a variety of perceptual, learning, cognitive, memory, and language abilities were evaluated as predictors of reading achievement for 94 educable mentally retarded and 78 nonretarded children. (Author)

Results showed that kindergarten children remember best under conditions in which both verbal and nonverbal stimulus cues are available. (Author)

Study explored the possibility that the savings residual for items forgotten from long-term memory is comprised of acoustic information. (Authors)

The results of the experiments reported here are in support of the hypothesis that visual and aural presentation lead to different forms of storage and/or retrieval. They are not consistent with models of human memory in which short-term storage is restricted exclusively to an auditory-verbal-linguistic process. (Author)