Publications
1980-1989
Cantor, J., &
Engle, R. W. (1989). The effects of concurrent load on mouthed and
vocalized modality effects. Memory & Cognition, 17, 701-711.
Engle, R. W.,
Cantor, J., & Turner, M. L. (1989). Modality effects: Do they fall on
deaf ears? Quarterly Journal of Experimental Psychology, 41A,
273-292.
Turner, M. L., & Engle, R. W. (1989). Is working memory capacity task
dependent?. Journal of Memory and Language, 28, 127-154.
Stuart, E. W.,
Shimp, T. A., & Engle, R. W. (1987). Classical conditioning of consumer
attitudes: Four experiments in an advertising context. Journal of
Consumer Research, 14, 334-349.
Turner, M. L.,
LaPointe, L. B., Cantor, J., Reeves, C. H., Griffeth, R. H., & Engle, R.
W. (1987). Recency and suffix effects found with auditory presentation
and with mouthed visual presentation: They're not the same thing.
Journal of Memory and Language, 26, 138-164.
Sipe, S., &
Engle, R. W. (1986). Echoic memory processes in good and poor readers.
Journal of Experimental Psychology: Learning, Memory, and Cognition,
12, 402-412.
Turner, M. L.,
& Engle, R. W. (1986). Working memory capacity. Proceedings of the
Human Factors Society, 30, 1273-1277.
Dick, M. B., &
Engle, R. W. (1984). The effect of instruction with relational and
item-specific elaborative strategies on young children's organization
and free recall. Journal of Experimental Child Psychology, 37,
282-302.
Engle, R. W.,
& Marshall, K. (1983). Do developmental changes in digit span result
from acquisition strategies?. Journal of Experimental Child
Psychology, 36, 429-436.
Greenberg, S.
N., & Engle, R. W. (1983). Voice change in the stimulus suffix effect:
Are the effects structural or strategic? Memory & Cognition, 11,
551-556.
Engle, R. W., &
Roberts, J. S. (1982). How long does the modality effect persist?.
Bulletin of the Psychonomic Society, 19, 343-346.
Watson, E. S.,
& Engle, R. W. (1982). Is it lateralization, processing strategies or
both that distinguishes good and poor readers?. Journal of
Experimental Child Psychology, 34, 1-19.
Balota, D. A.,
& Engle, R. W. (1981). Structural and strategic factors in the stimulus
suffix effect. Journal of Verbal Learning and Verbal Behavior, 20,
346-357.
Engle, R. W.,
Fidler, D. S., & Reynolds L. H. (1981). Does echoic memory develop?.
Journal of Experimental Child Psychology, 32, 459-473.
Kramer, J. J., &
Engle, R. W. (1981). Teaching awareness of strategic behavior in
combination with strategic training: Effects on children's memory
performance. Journal of Experimental Child Psychology, 32,
513-530.
Engle, R. W.
(1980). The suffix effect: How many positions are involved?. Memory
& Cognition, 8, 247-252.
Engle, R. W.,
Clark, D. D., & Cathcart, J. S. (1980). The modality effect: Is it a
result of different strategies?. Journal of Verbal Learning and
Verbal Behavior, 19, 226-239.
Engle, R. W.,
Nagle, R. J., & Dick, M. (1980). Maintenance and generalization of a
semantic rehearsal strategy in educable mentally retarded children.
Journal of Experimental Child Psychology, 30, 438-454.
Kramer, J. J.,
Nagle, R. J., & Engle, R. W. (1980). Recent advances in mnemonic
strategy training with the mentally retarded: Implications for the
special educator. American Journal of Mental Deficiency, 85,
306-314.
