Introduction

Abstract

Until recently, memory has been studied in precisely those aspects in which memory fails: the trials to store information and the errors in recalling information. Memory has been conceived of as learned responses. Studies on memory were actually concerned with learning and with recall and recogni­tion of the learned material [1.1]. Accordingly, memory was often discussed under the heading of learning [1.2] or even under rote learning [1.3]. Memory is being studied at those points at which there is either not yet or no longer any retention. This is also clear from what is measured in the experiments: the dependent variable is the number of errors in recognition and recall (“no longer”) or the number of trials in learning (“not yet”).