Showing papers in "Journal of Verbal Learning and Verbal Behavior in 1968"

TL;DR: In this paper, a series of five experiments investigating temporal changes in retroactive inhibition (RI) and proactive inhibition (PI) is reported. And the results indicate that the level of interference on paced tests is determined largely by the degree of reduction in response availability.

TL;DR: The authors analyzed the spontaneous speech of three preschool children for evidence of the development of the kind of knowledge represented by current transformational treatments of Wh questions and found evidence that children in the preschool years do develop a grammatical structure underlying Wh questions that is much like the structure described in current Transformational grammars.

TL;DR: This paper used S s to scale 96 nouns on 30 variables, including scores on free recall and paired-associate learning, and various semantic and associative attributes thought to be relevant in verbal-learning situations.

TL;DR: In this article, an attempt was made to separate the primary memory (PM) and secondary memory (SM) components in immediate free recall, and it was concluded that PM stores a constant number of words regardless of word length.

TL;DR: The authors found that placing the conceptual focus on either the actor subject or on the acted-upon object of a simple situation would differentially affect the readiness to describe the situation in active or passive sentence forms.

TL;DR: This paper found that it was easier to place the item that was grammatical-subject of the statement relative to the one that was a grammatical object than vice versa, and that the task of placing one item relative to another fixed item was easier for 5-, 7-, and 9-year-old children.

TL;DR: The authors tried to manipulate the voice in which sentences were remembered by varying the focus of the child's attention both at the time of sentence storage and at sentence retrieval, and found that the retrieval-picture effect tended to be stronger than the storage picture effect.

TL;DR: Two experiments using a variety of different nested verbal categories and two somewhat different methods produced similar results: the average time required for category recognition was greater for larger than for smaller categories.

TL;DR: This article tested the comprehension of certain statements (e.g., "The red truck is pushing the green truck") by requiring S s to place one truck relative to the second, which was fixed in place.

TL;DR: This article found that children of ages 5, 6, 8, 10, 12, and 20 retold stories presented in full passive sentences and truncated passives (without mention of actor).

TL;DR: There is evidence that the error behavior of the children was guided by the syntactic framework of the sentences read rather than by the phoneme-grapheme relationships in the words.

TL;DR: In this article, two groups of Ss were tested individually and presented different types of 40-item lists of common words with instructions for free recall, including category lists and no-category lists.

TL;DR: This paper found that bilinguals recall fewer words from lists in their weaker language and from bilingual lists only if list words could be grouped into semantic categories, and that blocking improved recall equally in all three language conditions.

TL;DR: In this article, a series of consonants containing all possible locations of a single repeated element (RE) across 8 serial positions were recalled by S s s. When the two occurrences of the RE were adjacent or separated by one intervening non-repeated element (NRE) there was facilitation both of overall recall and of recall for the positions of the repeated element.

TL;DR: The authors investigated possible cues for the determination of the grammatical gender of French nouns by asking young French speakers to choose the gender of both rarely occurring nouns and invented words and found that certain endings (e.g., -aix, -illon, -tion) were found to indicate gender reliably.

TL;DR: In this paper, two successive lists of 35 nouns representing 7 conceptual categories were presented for four trials each for half of the S s different examples of the same categories appeared in the two lists; for the other half different categories were represented by the words in the lists.

TL;DR: The present experiment generalizes the view advanced by DeSoto, London, and Handel (1965) that spatial representations underlie the ability to solve linear syllogisms and demonstrates that Ss utilize a “paralogic” rather than a logician's logic in solving linear syllOGisms.

TL;DR: In this paper, the similarity between lower-case letters of the English alphabet was investigated by means of a relative discrimination task. And the results revealed clearly definable clusters of letters, which indicated the relative position of such letters to the target letters.

TL;DR: This paper found that deep-structure complexity, indicated by the number of nodes, is more important than surface structure complexity for sentence recall than transformational history or deep structure complexity, indicating that the underlying structures seem to be the level which is represented in memory.

TL;DR: This paper found that simple declarative and right-branching sentences were, for the most part, completely grammatical; anagram strings were judged to be most ungrammatical.

TL;DR: This paper measured the retention of word triads homogeneous with respect to taxonomic category (e.g., ROBIN-WREN-THRUSH) by the Peterson method for four groups of 30 S s.

TL;DR: For example, this paper found that 5-and 6-year-olds indicated that the bigger figure was the figure having the greater vertical dimension (significant beyond the.01 level), even when the surface area of the less vertical figure was four times as great.

TL;DR: This paper found that the memory for simple aspects of syntactic structure is held in the form of single, unitary, independent aspects of the memory traces for English sentences, and that syntactic form is often reconstructed from other memories at the time of the retention test.

TL;DR: The authors presented 15 nonsense syllables with oral or written tests of immediate recall, and found that the number of contextual associations was correlated with correct recall of syllables, but not with the degree of contextual association.

TL;DR: This paper examined changes in learning and recall performance over a large number of paired-associate lists, and found that retention was inversely related to the number of the lists being learned.

TL;DR: The effect of within-and between-phrase normative controlled association and phrase structure upon word integration in sentence recall was studied in two experiments as discussed by the authors, where one group of Ss was given 4 study-test trials on a list of 4 sentences containing associatively related words, while another group received a list containing associative unrelated words.

TL;DR: In this article, short-term memory for active and passive sentences at two levels of grammatical complexity was tested at four retention intervals, 0, 10, 20, and 40 sec.

TL;DR: The ability of graph-theoretical language to replace the ambiguous and awkward terminology of S-R formulations is demonstrated by translating the definitions of six measures of word relatedness into this language, and it is shown that some inconsistencies and weaknesses thereby become apparent.

TL;DR: In this article, the S s attempted to remember a minimally rehearsed serial association after attending to a sequence in which items were either ordered at random or repeated according to certain rules, and the results indicate that although a new and unpredictable item may displace an earlier one from primary memory, a recently presented and redundant one does not.