Three experiments tested the generality of the conclusion that associative unlearning is minimal in the A-B, A-D paradigm. In Experiment 1, single-trial study of A-D, following single-trial study of A-B, did not produce retroactive inhibition in the recognition of A-B. In Experiment 2, A-B was acquired by associative matching. The interpolated…

Adolescent educable retardates were presented a list of words which were organized into categories for half of the Ss and randomized for the other half. In addition, a sorting task preceded the list for half of the Ss. Ss were tested for recall after each of three trials. Responses were analyzed by two methods: one required responses of Ss…

The study was designed to developmentally assess the effect of relational imagery training, unitized pictorial relations, and the combination of both on the recall of noun triplets by 120 first, third and sixth graders. In the unitized picture condition, relations were imposed by the experimenter, whereas the relational imagery training condition…

Evaluated with 198 grade 5 students, 94 of whom were classified as high socioeconomic status (SES) and 94 as low SES, were corrolaries of A.R. Jensen's distinction between Level I (associative learning) and Level II (conceptual learning) aspects of intelligence. (Author/DB)

Children in grades 1 and 4 and adults were given instruction to image or to verbalize a sentence in order to study a stimulus provided aurally. Both types of instruction enhanced memory, but results indicate the greater requirements for subject-generated mediation to some degree penalized younger subjects and benefited older ones. (GO)

A modification of Posner's letter-matching paradigm is employed to study the development of abstract visual and name codes for letters in second, fourth, and sixth grade students. (CM)

Examines the latency of associative activation in memory by varying the stimulus onset asynchrony (SOA) between a prime word and a test word, thereby establishing the minimum SOA needed to produce a significant associative priming effect on lexical decision times. (Author/RK)

Two experiments found reduced proactive inhibition when subjects were induced to use the nonpreferred components of a compound stimulus during first-list learning. (Editor)

Significant effects obtained in the modeling condition seemed due to the generalized increase in speech duration facilitated by the use of a model. Similarities and differences between instructions and modeling procedures are discussed. (Author)

The associations from phoneme to grapheme appeared to be considerably easier than the associations from grapheme to phoneme. (Authors)

Findings suggest that humor facilitates the recall of incidental but not intentional learning. (MB)

Results were interpreted as support for the hypothesis that making associations to verbal units facilitates recall and that reaction time is an index of the facility with which associations can be made. (Authors)

Four experiments using varying methodological factors examined the frequency theory of verbal discrimination learning. (MB)

Extensive, yet selective, changes in word associate choices were obtained with the procedures presently studied; suggesting that simple nonverbal," response formats may facilitate investigation of cognitive and social behavior in young children. (Authors)

A grab bag of ideas for working with learning-disabled children in the areas of reading, writing, spelling, and arithmetic. (RB)