This study examined rapid orthographic learning following silent reading in third-grade children as a function of number of target nonword repetitions and test delay. In each of two test sessions at least 6 days apart, children read a series of short stories, with each story containing a different nonword repeated either four or eight times. In…

Production, mediational, and utilization deficiencies, which describe how strategy use may contribute to developmental trends in episodic memory, have been intensively investigated. Using a mediator report-and-retrieval method, the authors present evidence concerning the degree to which 2 previously unexplored mediator-based deficits--retrieval…

This article addresses the relation between item recognition and associative (cued) recall. Going beyond measures of performance on each task, the analysis focuses on the degree to which the contingency between successful recognition and successful recall of a studied item reflects the commonality of memory processes underlying the recognition and…

In four conditioned taste aversion experiments with rats as subjects, the effects of extinguished or pre-exposed flavors on retardation and summation tests was compared. Experiment 1 showed that when steps were taken to ensure similar exposure to the target flavor in all conditions, acquisition after pre-exposure and reacquisition after extinction…

This study investigates the effectiveness of three methods of learning vocabulary among 778 beginning second language (L2) learners. Rote memorization consists of memorizing the first language (L1) translation of a new L2 word by rehearsal. Semantic mapping displays L1 words conceptually related to the L2 word in a diagram. The keyword method…

Semantic priming refers to a reduction in the reaction time to identify or make a judgment about a stimulus that has been immediately preceded by a semantically related word or picture and is thought to result from a partial overlap in the semantic associates of the two words. A semantic priming lexical decision task using spoken words was…

Classical fear conditioning requires the recognition of conditioned stimuli (CS) and the association of the CS with an aversive stimulus. We used Affymetrix oligonucleotide microarrays to characterize changes in gene expression compared to naive mice in both the amygdala and the hippocampus 30 min after classical fear conditioning and 30 min after…

What is a routine question? The focus of this paper is routine questions and time (in years) since a hitherto routine question was last attempted by the solver. The data comes from undergraduate students' work on solving two calculus questions. The data was selected for reporting purposes because it is well documented and because it threw up…

Effects of mobilizing prior knowledge on information processing were studied with 3 groups of 12 adult subjects each. The assumption that activating different kinds of prior knowledge would induce different information processing activities during subsequent text processing (inferencing or elaborating) was tested using passages about fishing…

Noting that current cognitive theories focus on the belief that knowledge is an organized collection of long-term structures upon which various processing mechanisms operate, this paper argues that mental functioning may be more readily characterized if the idea of abstract long-term associations and structures is abandoned. It proposes a model of…

This study indicated that the school performance and intelligence quotients of associative responders diverge significantly over time from those of nonassociative responders. This divergence becomes greater with age, suggesting that reliance on associative responding in preference to reasoning may cumulatively interfere with intellectual…

Age-related changes in memory processes in children and adults were studied using a free recall monaural task which included manipulation of association value of words and presentation rate variables. (GO)

Discusses two experiments in which middle-aged, elderly, professional, and non-professional males and females were given the Conceptual Styles Test. An analysis of variance on the percentage of complementary responses revealed significant effects for age, occupation, and th interaction between age and sex. (ED)

Ten boys and 10 girls ages 29-35 months, were tested individually on a memory task requiring free recall of two-item lists. No sex differences in response were noted. The mean number of correct responses and the mean number of correct pairs were higher for related items, and, in addition, the children frequently reported the last object they saw…

Study partially supported by the University of Wisconsin Graduate School Research Committee, project 66-67600.