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)

This study attempted to determine if white noise (an arousing stimulus), when presented at the time of recall, facilitates performance of second and fifth grade students, and if this effect generalizes across different kinds of learning tasks. Findings indicate that white noise produces improvements in performance in both age groups. (GO)

Spaced presentations of 12- and 15-word lists were better recalled when no task or an easy task intervened between presentations. Results indicate a lack of generality in Bjork and Allen's 1970 findings and a need for a two-factor theory of the spacing effect, and are evidence for a spacing effect. (CHK)

Teachers were assigned to experimental groups to learn a mathematical structure in a game playing situation. Those using patterns to learn the structure were generally successful while those relying on memory were not. (SD)

Modeling and attention-retention were examined in 20 boys (ages 9- to 14-years-old) attending a residential school for children with learning disabilities. (Author/DB)

Compared retention functions for children with those for young adults and elderly subjects in continuous recognition memory for words over retention intervals ranging from 2 minutes to 2 hours. (SDH)

Computer analysis of linguistic models leads the author to state that highly controlled transient memory should be considered in studies of the learning and use of grammar. (SD)

The experiments reported here attempted to examine the processing demands during a directed forgetting operation and to permit a comparison between pupillary response and secondary task performance as indexes of information processing. (Author/RK)

Describes the latest innovations in theatrical lighting control boards. (CH)

Research is reported in which a memory-for-marked-semantic-features theory was juxtaposed to a memory-for-meaning theory. The results were interpreted as supporting a global memory-for-meaning theory. (Author/RM)

A study is reported in which subjects were shown sentences, some of which they had read previously, after intervals ranging from a few minutes to 32 days. Results show that information about typography can be recovered for at least 32 days after initial reading. Implications are discussed. (Author/RM)

A set of experiments are reported in which it was found that most subjects were better at identifying both meaning and wording changes in concrete sentences and subjects took significantly longer to encode and decode the abstract sentences. Implications of these findings are discussed. (Author/RM)

Concludes that recall of a second item of a pair when cued with the first was significantly influenced by both pair relationship and the processing task. (RB)