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| Preface | p. vii |
| References | p. vii |
| William Kaye Estes as Mentor, Colleague, and Friend | p. viii |
| Test Trials Contributions to Optimization of Learning Processes: Study/Test Trials Interactions | p. 1 |
| Acknowledgments | p. 28 |
| Acknowledgments | p. 29 |
| Acknowledgments | p. 31 |
| A New Theory of Disuse and an Old Theory of Stimulus Fluctuation | p. 35 |
| References | p. 65 |
| The SAM Retrieval Model: A Retrospective and Prospective | p. 69 |
| References | p. 84 |
| The Long-Term Retention of Skills | p. 87 |
| References | p. 117 |
| The Perturbation Model of Short-Term Memory: A Review and Some Further Developments | p. 119 |
| References | p. 141 |
| Acknowledgments | p. 141 |
| A Simultaneous Examination of Recency and Cuing Effects | p. 143 |
| References | p. 158 |
| The Role of Visible Persistence in Backward Masking | p. 161 |
| Acknowledgment | p. 178 |
| References | p. 178 |
| Category Membership, Similarity, and Naive Induction | p. 181 |
| Acknowledgments | p. 206 |
| References | p. 206 |
| Abstraction and Selective Coding in Exemplar-Based Models of Categorization | p. 207 |
| Acknowledgments | p. 231 |
| References | p. 231 |
| Summary | p. 235 |
| Acknowledgments | p. 256 |
| References | p. 256 |
| How Readers Construct Situation Models for Stories: The Role of Syntactic Cues and Causal Inferences | p. 261 |
| Acknowledgments | p. 277 |
| References | p. 278 |
| Culture and Cognitive Development: From Cross- Cultural Comparisons to Model Systems of Cultural Mediation | p. 279 |
| References | p. 303 |
| Author Index | p. 307 |
| Subject Index | p. 315 |
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